LIBRARY
OF THE ,.
UNIVERSITY OF CALIFORNIA.
Class
City and County of Newcastle-upon-Tyne.
EDUCATION COMMITTEE.
REPORT
ON
SECONDARY AND HIGHER EDUCATION
IN
NEWCASTLE-UPON-TYNE,
MICHAEL E. SADLER,
M.A., Oxon. Hon. LL.D., Columbia.
Professor of the History and Administration of Education in the
Victoria University of Manchester.
1905.
NEWCASTLE-UPON-TYNE :
Printed by the Co-operative Printing Society, Rutherford Street, and at Manchester and London :
and published by the Newcastle-upon-Tyne Education Committee, Northumberland Road,
Newcastle-upon-Tyne.
(ENTEBED AT STATIONERS 1 HALL.)
PRICE ONE SHILLING.
TABLE OF CONTENTS.
CHAPTER. PAGE.
I. Introductory Note 3
II. Statistical Survey of Secondary Education in Newcastle-upon-Tyne 6
III. Detailed Description of the Public Secondary Schools of Newcastle-
upon-Tyne and of the Elswick Institute Day Classes :
(a) The Koyal Grammar School 11
(6) The Central Newcastle High School for Girls .. .. 16
(c) The Newcastle High School for Girls 18
(d) Rutherford College Secondary Day School . . . . 20
(e) Allan's Endowed Schools, Boys and Girls . . . . 24
(/) St. Cuthbert's Grammar School 29
(g) St. Anne's School 31
(h) Elswick Institute Day Classes 32
IV. Recommendations and Suggestions:
(1) The need for Higher Elementary Schools . . . . . . 34
(2) The Middle Secondary Schools.. 41
(a) Rutherford College Secondary Day School . . . . 41
(6) Allan's Endowed Schools . . . . 46
(c) St. Cuthbert's Grammar School 48
(d) St. Anne's School .. ..48
(e) The Day Classes at the Elswick Institute . . . . 48
(3) The Higher Secondary Schools 49
(a) The Royal Grammar School . . . . . . . . 49
(6) The Central High School for Girls (G. P. D. S. Co.)
and the Newcastle High School for Girls (Church
Schools Co.) 51
(4) The Private Schools 52
(5) The Training of Pupil Teachers . . . . . . 53
(6) Training Colleges and Certificate Classes 54
(7) Scholarships . . . . . . . . 55
(8) The Armstrong College . . .... 57
(9) The Evening Classes . . . . . . . . . . . . 60
(10) The Teaching of Domestic Science . . . . . . . . 61
(11) Suggested establishment of an Industrial Museum . . . . 63
(12) Suggested annual issue of an Educational Directory of
Newcastle-upon-Tyne .. 64
(13) Summary of Recommendations 64
V. Financial Summaiy and Estimate 67
APPENDICES :
A. Statistical Tables .. ..73
B. Curricula of Public Secondary Schools for Boys and Girls in
Newcastle upon-Tyne, and of one Private School preparing
boys for the great Public Schools, Summer Term, 1904 . . 77
C. List of Scholarships at the disposal of the Newcastle-upon-
Tyne Education Committee, November, 1904 87
OF THE
UNIVERSITY
OF
CHAPTER I.
IN TI10DUCT011Y N OTE .
The following report is the outcome of an inquiry made by me
in the course of 1904 on behalf of the Education Committee of the
City and County of Newcastle-upon-Tyne. The Committee charged
me with the duty of inquiring into the present condition of Secondary
and Higher Education in the City and of gauging its future
requirements.
Newcastle is the educational metropolis of a wide and, in
part, a densely populated area. Its own population of nearly a
quarter of a million inhabitants is but a portion of a much greater
multitude which looks to it as the intellectual centre of a wide
region. In studying therefore the educational organisation of the
City, it was my duty to remember what may be called its territorial,
as well as its purely civic, scope.
No one can study the educational system of the City and fail to
be impressed by certain characteristics which give it distinction
and force. The concentrated attention and vigour of purpose
displayed by the engineering apprentices in many of the evening
schools, are amongst the most striking things that English educa-
tion has to show. And the visitor is often impressed in many other
quarters by the native excellence of the material upon which the
schools have to work. The varied industries and activities of
Tyneside, the opportunities of access to foreign parts, the ancient
and tough tradition of the City, the love of craftmanship and of
discussion and of natural history, have all had their different
influence upon the educational resources of the place. | There is
f Passing mention may be made here of a number of educational
institutions not elsewhere referred to in this report, the Literary and
Philosophical Society, which has an intellectual record of high distinction ;
the admirably directed Public Library, with its Bewick collection and
Gibsone's drawings of shells; the excellent Hancock Museum of the
Natural History Society ; and (if one may include it, as it deservedly should
be included among the educational agencies of the city) the park in Jesmond
Dene.
1C3792
much individuality of effort, much directness of purpose ; but with
these things there is a lack of linkage in the system, and is there
not also at times a half-contempt for subjects which at first sight
look unpractical or detached from the work-a-day duties of life?
There are indeed on all hands encouraging signs of educational
advance, but there also remains here and there a certain indifference
to school training, as if it were true that what a boy learns at school
made little difference to him afterwards in practical affairs. But
the longer my stay in Newcastle, the more conscious did I become
of the strength of the current of educational conviction which is
now making itself felt there as it is in every progressive district in
England, and which is the outcome of a deep sense of national
opportunity and also of national need.
Yet is there not a danger lest, as has happened more than once
before in our educational history, we should attach too little im-
portance to the Humanities in education and too much importance
to what is material and apparently capable of yielding direct profit ?
" There is much dispute," Mark Pattison wrote, " as to what should
be taught in the middle schools. Let the answer be that which
humanizes. The aim of the school is not the storing of the memory
with knowledge. That, and that only is education which moulds,
forms, modifies the soul and mind. Nothing educates which does
not raise the mental powers to a -red heat ; it is more efficacious
still if it can raise them to a white heat, and still more if it can fuse
them. We should aim at raising all the powers, bodily and mental,
to this full state of health and vigour, and directing them to worthy
objects. The teacher endeavours to liberate the ideal human being
which is concealed in every child."
In carrying out the task which the Committee entrusted to me,
I received valuable assistance from several of its members, especially
from Alderman Button (Chairman of the Education Committee),
'Mr. Lunn (Vice-Chairman of the Education Committee), Dr. Spence
Watson (Chairman of the Higher Education Committee), to whose
kindness I am particularly indebted, Canon Lister, the late Principal
Gurney (whose lamented death took place shortly after the com-
pletion of the first part of my inquiry), Sir Isambard Owen, Dr.
Ethel Williams and Miss Moberly. I desire also to thank for their
Help the Town Clerk (Mr; Hill Motum), Mr. Goddard, Secretary to
the Education Committee, Colonel Blake, the Chairman of the
Education Committee of the Northumberland County Council, and
Mr. Charles Williams, its Secretary. Among the members of the
Education Committee's staff who gave me special assistance, I
should name Mr. Breakwell and Mr. Bichardson, together with Mr.
Gaunt, the Head of the Pupil Teacher Centre, and the Headmasters
of many of the Public Elementary Schools. The Headmasters
and Headmistresses of the various Secondary Schools, public and
private, into the work of which it was my special duty to inquire,
received me with uniform courtsey and supplied me with all
necessary information. From His Majesty's Inspectors, Mr. E. G.
A. Holmes and Mr. Hugh Gordon I received guidance which helped
me much. In the course of the inquiry I had the assistance
of Mr. J. L. Holland (now Secretary for Education to the North-
amptonshire County Council), Professor Foster Watson (of the
University College of Wales, Aberystwyth), and Miss M. S. Beard,
and desire to express to them my thanks for the help which they
have given me.
CHAPTEE II.
STATISTICAL SUEVEY OF SECONDARY EDUCATION IN
NEWCASTLE-UPON-TYNE, 1904.
The City and County of Newcastle-upon-Tyne contained in
1901 a population of 215,828. The total number of boys and girls
in public and private secondary schools in the City, in the summer
term 1904, was 2,730, or 12'67 per 1,000 of the population. Of
these, 1,463 (or 6-79 per 1,000 of the population) were boys, and
1,267 (or 5-88 per 1,000 of the population) were girls. Girls formed
46*4 per cent, of the total number of pupils receiving secondary
education.
The total number of pupils in public secondary schools was
1,820 (1,038 boys and 782 girls), or 8-45 per 1,000 of the population.
The total number of pupils in private secondary schools was 910
(425 boys and 485 girls), or 4-22 per 1,000 of the population.
The pupils in private schools were 33*3 per cent, of the total
number of those receiving secondary education. In the private
secondary schools the girls were 53 '3 per cent, of the total number
of pupils. In the public secondary schools they formed 42-96 per
cent.
Only a very small proportion of the pupils in secondary schools
in Newcastle are boarders (3-15 per cent, in the summer term 1904),
but a considerable number come in daily from outside the City
boundaries. In the autumn term 1903 there were in the schools as
* The produce of a rate of one penny in the pound for purposes of
Higher Education is 6,5CO. The residue under Section 1 of the Local
Taxation (Customs and Excise) Act, 1890, applicable to purposes of Higher
Education in the City amounted in the year ending March 31, 1905, to
4,392.
many as 869 pupils (520 boys and 349 girls) whose homes were
outside the precincts of the City. These numbers include, however,
children residing in Benwell and Walker, both of which districts
have since been included within the City. It is not possible to
state with precision how many children came from Benwell and
Walker, but the number may be roughly estimated at 100.
The most important of the above statistics are summarised in
the following table :
NUMBER OF BOYS AND GIRLS PER 1;000 OF POPULATION IN
PUBLIC AND PRIVATE SECONDARY SCHOOLS IN
NEWCASTLE-UPON-TYNE.
TYPE OF SCHOOL.
No. of
Boys.
No. of
Girls.
Totals,
Boys and
Girls.
No. of Boys
and Girls
per 1,000 of
Population.
.Public Secondary
1038
782
1820
8'45
Private Secondary
425
485
910
4-22
Grand Totals
1,463
1,267
2,730
12-67
The public secondary schools in the city fall into two main
categories, viz. : (1) Higher Secondary Schools ; (2) Middle
Secondary Schools, including one Co-educational Middle Secondary
School.
The first group consists of three schools the Eoyal Grammar
School, the Central Newcastle High School for Girls (Girls' Public
Day School Co.), and the Newcastle High School for Girls (Church
Schools Company). These contained, at the time of my visit, 586
pupils 287 boys and 299 girls.
The second group consists of six schools Allan's Endowed
School for Boys, Allan's Endowed School for Girls, St. Cuthbert's
Grammar School for Boys, St. Anne's Secondary School for Girls,
and the Eutherford College Co-educational Secondary Day School."
In these schools there were 1,234 pupils 751 boys and 483 girls,
* The Elswick Institute Day Classes, though virtually constituting a
secondary day school of a public character, are for the purposes of these
statistics, placed in a special category under the head of private secondary
schools, in view of the fact that the premises belong to the Elswick Works
(Sir W. G. Armstrong, Whitworth, & Co.), and that the institution is sup-
ported by subscriptions from the workmen and the firm.
8
of whom Eutherford College Secondary Day School contained 638
pupils 401 boys and 237 girls.
Diagrams I., II., and III. show, in graphic form :
(I.) The number and ages of pupils (boys or girls) in public
secondary schools in Newcastle, in the summer term,
1904.
(II.) The number and ages of pupils in public secondary
schools for boys in Newcastle, in the summer term,
1904.
(III.) The number and ages of pupils in public secondary
schools for girls in Newcastle, in the summer term,
1904.
A course of secondary education should cover at least the four
years from twelve to sixteen. With no shorter period can a secondary
school accomplish its appointed intellectual work, and it is highly
desirable that instead of ending at sixteen, even the middle
secondary school course should be prolonged to seventeen years of
age. It will be observed, however, from the following diagrams,
how rapidly the numbers in the secondary schools in Newcastle-
upon-Tyne fall away after the pupils have reached their fifteenth
birthday. The diagrams indicate a source of weakness in the
secondary education of the City, but it should be added that a
similar defect is found in secondary education in other parts of
England.}
In carrying out the instructions of the Committee, I inquired
into the part borne by private schools in the provision of secondary
education in the City. Forms asking for detailed information as
to the number and ages of the pupils, particulars of the teaching
staff, the examinations for which the pupils are entered, etc., were
sent to the private schools, and replies were received from twenty-
seven. Nineteen of these schools were visited during the course
of my inquiry. Six out of the twenty-seven schools from which
information was received, proved to be doing work of an elementary
character, and to be virtually alternative to the public elementary
schools. They contained 150 pupils, 56 boys and 94 girls. These
J The Board of Education defines a secondary school as "a Day or
Boarding School, which offers to each of its scholars, up to and beyond the
age of 16, a general education, physical, mental and moral, given through a
complete graded course of instruction, of wider scope and more advanced
degree than that given in Elementary Schools."
r^ 3
I
I
1
I
*
i
ro
l
\
CO
1*
- E
\
o
.n
.8-
IJl
are not included in the numbers receiving secondary education in the
City. The remaining twenty-one may be classified as follows:
CLASS OF SCHOOL.
No of
Schools
i
Boys.
Girls.
Total.
Class
1
45
45
ii
B Schools for Girls, admitting Boys to Pre-
9
97
361
458
1
35
35
i
6
211
1
212
D (2) Co-educational School
1
15
8
23
"
D (.3) Co-educational School in connexion
with Elswick Works
41
87
E Kindergarten Schools 2
16
34
50
Totals I 21
425
485
910
The following table shows the number, per 1,000 of population,
of boys and girls in public and private secondary schools in New-
castle-upon-Tyne as compared (1) with certain other towns in
England where similar inquiries were made at the same time and
(2) with Hamburg where, in contradistinction to the usual German
practice, the numbers of pupils in private secondary schools are
included in the published statistics :
Pupils in all Secondary School? (Public
and Private), Spring, 1904.
Boys and
Boys per 1,OGO Girls per 1,000 Girls together
of Populat.on. of Population. | per 1,000 of
J Population.
Huddersfield
3-99
3-46
7-45
Liverpool . ..
4-14
3-70
7-84
Newcastle-upon-Tyne
6-79
5-88
12-67
Birkenhead
6-59
8-72
15-3
Hamburg (1902-3)
11-4
11-7
23-1
Exeter
11-14
13-73
24-8
Diagram IV., the space covered by which represents 1,000 of
the population, shows graphically the proportion of children who
in 1904 were attending (1) the public elementary schools and (2) the
10
public and private secondary schools in Newcastle-upon-Tyne. The
respective proportions were 176-7 and 12-67 per 1,000.
The same diagram also shows to scale the proportion, per 1,000
of population, of pupils in the public and private secondary schools
of Newcastle-upon-Tyne, Liverpool, Exeter and Hamburg, and in
the public secondary schools of Denver (Col.) and Newton (Mass.)
The following diagrams (Numbers V.-IX.) show in graphic form
the duration of the school life of all the boys who left the Eoyal
Grammar School and the Branch School, Allan's Endowed School
for Boys' and St. Cuthbert's Grammar School, and of the boys
and girls who left Eutherford College Secondary Day School in
the year 1903-4. In these diagrams each of the vertical enclosed
spaces represents the actual school life of an individual pupil. The
base line of each enclosed space marks the age at which the boy or
girl entered the school in question. Its upper limit shows the age at
which he or she left. Across each chart are ruled two strong black
lines enclosing the space which represents the period between
twelve and sixteen years of age. This period of four years may be
regarded as the core or backbone of secondary education. Those
are the four years within which, if the pupil comes adequately
prepared, the secondary school can accomplish, not indeed its most
advanced and valuable, but at any rate a solid and lasting work.
There should, therefore, be on each diagram a broad belt of nearly
solid attendances at the secondary schools between the two
horizontal lines which mark off the space between twelve and
sixteen years. But instead of that the diagrams show a jagged
fringe of periods of irregular length with comparatively few cases
of school life extending throughout what should be the normal
period of secondary education. It will be seen in how many cases
the secondary school life of the pupil begins too late and ends too
soon. These diagrams reveal a grave flaw in the intellectual
efficiency of secondary education in Newcastle-upon-Tyne.
Diagra
m
ftoya/ Grammar e fear /9O3~4-
Ages
17
16
t
*
fa
5*1.
//
ro-c
e
to*
Stc
'#/
inct
Aye o/i eafw/j&.
's for & Boy.
%
15 '
Uor*
of
C J
14
Secondary
Course.
13
17.
II
10
9
_.
,
I
(O
U i L
O O
O ace
Boy.
v*
20*
19
18
17
Core
of
Seconobr
Course.
13
12
I I
Djaqr
t/r
star
i
to
of 2/J
11
CHAPTER III.
DETAILED DESCEIPTION OF THE PUBLIC SECONDARY
SCHOOLS OF NEWCASTLE-UPON-TYNE, AND OF THE ELSWICK
INSTITUTE DAY CLASSES.
(a) The Royal Grammar School.
This school has had a striking history, and should have a
brilliant future. It was founded by Thomas Horsley, who was
Mayor of Newcastle in 1525 and 1533. He bequeathed in his will
certain property for the endowment of a " hye school, "* under the
superintendence of the Corporation. He directs that the master
be "profoundly learned and instructed in the knowledge of
grammar." When Queen Elizabeth gave a "Grand Charter" to
Newcastle in 1600, the school became a Eoyal foundation. In the
Charter, the Queen spoke of herself as " often revolving in our mind
how much advantage would arise to the Commonwealth of England,
over which Almighty God hath been pleased to place us, that youth
should be well founded from their tenderest years in the rudiments
of true religion, and instructed in learning and good manners."
"James I. granted a second charter in 1611, dealing with the funds
of the Hospital of St. Mary the Virgin, and appropriating part to-
education and part to an almshouse for six poor and aged men. Up
to the time of the Municipal Beform Act, the Newcastle Corporation
paid the sum of 420 annually for the salaries of the teachers, and
also provided a school-room and playground. But the Act released
* It is interesting to observe this early use of the expression High School.
The great municipal secondary school in Edinburgh was called by the same
name. The use of the words in Newcastle possibly shows the influence of
Scottish educational organisation. The Kecord of the Town Council of
Edinburgh contains the following entry relative to the High School, under
date, March 19, 1531. "The quhilk day in presns of Maister Adam Otter-
burn, prouest, etc., Maister Adam Melvil, maister of the hie schule oblist
him to mak the bairnys perfyte gramariaris within thrie zeires."
12
the Corporation from the obligation to continue these payments,
except to the existing teachers. A scheme was, in 1868, sanctioned
by the Court of Chancery, for the application of the surplus revenue
of the ancient Hospital of St. Mary the Virgin, and under a special
Act of Parliament, 1888, a further scheme, which had been framed
by the Charity Commissioners, was confirmed and established, and
now governs the administration of the endowment."*
The Grammar School has upon its roll of former pupils many
illustrious names. It was probably here that Bishop Eidley " learned
his grammar with great dexterity in Newcastle." Colonel John
Lilburne, famous in the history of political speculation as one of
the pioneers of advanced democracy, received part of his education
here. Here also were educated William and John Scott, the sons
of a hoastman or coal fitter in Love Lane, off the Quayside, the
first of whom became Lord Stowell, Judge of the High Court of
Admiralty, and the second, Earl of Eldon, Lord High Chancellor
of England. Here, too, also under the headmastership of the Eev.
Hugh Moises, was trained that unselfish patriot and great sea
captain, Cuthbert Collingwood, afterwards Admiral Lord Colling-
wood, the friend of Nelson, and his second in command at the Battle
of Trafalgar on Oct. 22, 1805. No name gives brighter distinction
to the history of the school than that of Nelson's "dear Coll."! His
character, as revealed, not only at Trafalgar, but throughout his
public and private life, was that of Wordsworth's "Happy Warrior."
The endowments of this school amount to 1,005 a year, 650
of which come from the funds of the Hospital of St. Mary the Virgin.
The funds of the Hospital are divided between the school and other
objects, and the former will share in a considerable prospective
increase of income in a few years. Of the present income 150
goes to provide exhibitions to the Universities and other places of
higher education, another 150 may be set down as the equivalent
of providing instruction, including purchase of books, etc., for
fifteen scholars from the public elementary schools, while about
100, on the average, is devoted to scholarships in the shape of
remission of fees, leaving about 605 annually for general school
purposes.
* Sir Joshua Fitch, Newcastle Eeport, 1897.
f Allusion should here be made to the letters published in the Corres-
pondence and Memoir of Lord Collingwood, as they contain several pregnant
and pithy remarks on education, and well deserve Thackeray's tribute to
their " manly and lucid grace."
13
The Governing Body of the school consists of twenty-two
members, eleven of whom are appointed by the City Council, and
one each by the following : The University of Oxford, the University
of Cambridge, Durham University, the College of Medicine,
Armstrong College, the Northumberland County Council, and the
Durham County Council. Four are co-opted.
The school is recognised by the Board of Education as a
Secondary Day School, being included in what was known, until the
recent change in the Board's regulations, as Division B., and it
received, in 1903, 254 10s. in Government grants. It also has a
Capitation grant of 31 from the Durham County Council, and a
grant of 148 10s. from the Newcastle Education Committee, which
is used to provide an additional science master.
The course of instruction comprises religious knowledge, the
teaching being given, as provided by the scheme, "in accordance
with the principles of the Christian Faith" ; English language and
literature ; History or Geography ; Latin ; French ; German ; Greek,
for which an extra fee is charged ; mathematics ; physics ; chemistry ;
drawing ; gymnastics ; and, in the three lowest forms, vocal music and
writing. Owing to the very different needs of various categories of
its pupils, the intellectual work of the school is hampered by a
lack of precision in its educational aim. For the same reason the
right classification of the pupils is unusually difficult. The
inspectors of the Board of Education, in their report of March,
1903, paid a tribute to the efforts which the headmaster (Mr. S. C.
Logan) is making to improve the school.
The part of Newcastle where the main buildings of the school
are situated is ceasing to be a residential quarter, and it has been
decided to transfer the school to a new site, which has been
procured for 39,000 in Jesmond Fields, near the North Eoad and
Jesmond Road. A branch school has already been opened in
Jesmond and is doing good work, and when the new school,
which it is proposed to build at a cost of 25,000, is opened,
the two schools will be united in the same building. In
view of this approaching change, it is not necessary for me to give
any detailed description of the present buildings, which consist of
eight class-rooms, one of which is used as an art room, a chemical
laboratory, a physical laboratory, a lecture room for physics and
chemistry, and a gymnasium and dressing-room. In the house
temporarily occupied by the branch school there are six additional
rooms. At the Grammar School there are a small playing field,
14
two tennis courts, and three fives courts, and a second field at a
distance is hired for cricket and football.
The number of pupils in the school on July 1, 1904, was 273,
all of whom were day pupils. 191 were in the main school and 82
in the branch. Of these 273, 66 (or 24-17 per cent.) were under 12;
189 (or 69-23 per cent.) were between 12 and 16; and 18 (or 6-6 per
cent.) were 16 or over. Eighty-five (or 31-13 per cent.) had been in
the school three years or over. The majority of the pupils come to the
Grammar School from private schools, but a number also come from
public elementary and higher grade schools and some from other
public secondary schools. At the time of my visit, the number of
pupils drawn from each of these sources was as follows: 138 (or
just over 50 per cent.) from private schools; 86 (or 31-5 per cent.)
from public elementary schools; 20 (or 7'32 per cent.) from higher
grade schools; and 22 (or just over 8 per cent.) from other secondary
schools. The remaining seven pupils had not previously been at
school. The minimum age at entrance is seven years, and the
average for the two schools together 10 -7 years. For the main
school alone the average age at entrance is 10-9 years, and for the
branch school alone 9-6 years.
In December, 1903, 133 boys were attending the school from
outside the city boundary, the following being the principal districts
from which they were drawn: Gateshead, 32; Tynemouth, etc., 21;
Gosforth, 12 ; Wallsend, 7 ; *Benwell, 7 ; Sunderland, 6 ; Hexham, etc.,
6; Benton, 5; Whickham, etc., 5; South Shields, 7; Annfield Plain, 4.
About 10-6 per cent, of the pupils go on to the Universities or
other places of higher education. Of the rest 25*5 per cent, take
up various professions (including that of architect, solicitor, chartered
accountant, elementary school teacher, and the civil service); 10-6
per cent, enter banks and insurance offices ; 4'3 per cent, enter
merchants' offices ; 8-5 per cent, take up engineering and other
apprenticeships; 6-4 per cent, go into retail trade; 2-09 per cent,
enter manufacturing industries; and 8-5 per cent, take up agricul-
ture. The after career of 23*51 per cent, of the boys is not given.
The staff consists of the Headmaster (Mr. S. C. Logan, M.A.)
and fourteen assistant masters, exclusively attached to the school ;
and one visiting teacher for physical exercises. Ten of the assistant
masters are graduates, and all are qualified for registration in
Column B. of the Teachers' Eegister, though only three are actually
so registered.
* Now included in the city.
15
The aggregate yearly salary of the fourteen assistant masters
is 2,395, an average of just over 171. The highest is 245 and
the lowest 120. Their average number of hours, per week, of
teaching is 26-28.*
There is a, uniform tuition fee throughout the school of 9 a
year, with 3 a year extra for Greek. In addition every boy is
expected to contribute a small amount each term for games and the
school magazine.
Except in the year in which the inspection of the Board of
Education takes place, the school is examined annually by exam-
iners appointed by the Governors. For many years this annual
examination has been conducted by the Durham University Schools
Examination Board. Pupils are also prepared for the Cambridge
University Local Examinations, and for open scholarships at the
Universities.
There are fifteen scholarships tenable at the school by boys
who have been for not less than three years in any of the public
elementary schools in the school district of .Newcastle-upon-Tyne.
"These scholarships are tenable for three years ; and five are awarded
every year. There are fifteen such scholars at present in the school.
There are also Foundation Scholarships which take the form of
exemption, or partial exemption, from fees; one boy in every twenty
may be totally exempted, and one in every ten partially exempted.
The funds of the school, however, have never permitted the Gov-
ernors to carry out this provision fully, and at present only five are
totally exempted and five partially exempted. There are also five
scholarships to enable pupils to continue their education after leaving
the school. One of 75 per annum, three of 40, and one of 30.
Three of the five are at present held, two at Cambridge and one at
the College of Medicine, Newcastle-upon-Tyne. Each of these
scholarships is tenable for three years.
The games cricket, football and fives are as well organised
and as successful as can be expected in the circumstances. But the
playing fields are not only small, but inconveniently situated and
otherwise unsuitable for their purpose, and it has not been possible
properly to develop this important side of school life.
It is to be hoped that better provision for games will be made
when the school is transferred to the new buildings.
It should be added here that many boys from this school served
with distinction in the South African War, 1399-1902.
* See note at end of chapter, page 33.
16
(b) The Central Newcastle High School for Girls.
(Girls' Public Day School Company.)
This school is rendering a highly important educational service
to Newcastle. The work of the Headmistress (Miss Moberly) and
of her staff calls for high commendation. It is one of the schools
of the Girls' Public Day School Company, and was begun as a
preparatory school in May, 1889, and opened as a high school in
1895. It was removed to the present premises in 1900. The school
is provisionally recognised by the Board of Education as a Secondary
Day School and was included, until the recent change in the Board's-
regulations, in Division B. The Government grant received in 1903
was 29 9s. 8d. The school has no endowments and receives no
grant from any other source. The aim of the school, in the words
of the Headmistress, is to turn out girls "who shall be ready to enter
on life with zest, energy and agreeableness to themselves and others.'*
The teaching in the school is excellent and the course of study well
arranged. It includes religious knowledge; English language and
literature; history and geography; Latin, German, French, the two
first being alternatives in certain forms; mathematics; natural
science, including nature lessons (in the Kindergarten and lowest
forms) ; physics, chemistry and botany, taken in succession ; vocal
music; drawing; drill and gymnastics. The staff are highly
qualified and zealous in their service of the school. The teaching
of English subjects is admirable and that of science particularly
satisfactory. The work in the Kindergarten is excellent. On the
occasions of our visits, my colleague and I heard good lessons in
Latin, in modern languages, and in mathematics, and were struck
by the spirit shown in the vocal music. The physical exercises are
skilfully and briskly conducted.
The school buildings, which consist of a hall, twelve class
rooms, chemical and physical laboratories, an art room, mistresses'
rooms, dining room and kitchen, are attractive, skilfully designed^
and suitable for their purpose. By an excellent arrangement, the
dining room and kitchen are placed at the top of the building.
There is accommodation for 295 pupils, and in the summer
term, 1904, the number in the school was 168, including three
student-teachers and eleven little boys in the Kindergarten. The
minimum age at entrance is four years and the average between nine
and ten. Of the 165 pupils, 60 (or 36'36 per cent;.) were under twelve;
76 (or 46'06 per cent.) were between twelve and sixteen, and 29 (or
17-57 per cent.) were over 16. Fifty-eight (or 35*15 per cent.) had
been in the school three years or more, and of these 12 (or 7'27 per
cent.) had been there for six years or more. The children come for the
most part from private schools or straight from home, but a certain
number come from the public elementary schools. The numbers in
these three categories at the time of my visit were 78 (or 47'27 per
cent.) from private schools ; 65 (or 39 - 39 per cent.) straight from
home ; 15 (or 9-09 per cent.) from public elementary schools,
including one from a higher grade school.
In October, 1903, there were 38 children coming in daily to
the school from outside the city boundaries ; the principal districts-
from which they were drawn being Tynemouth, Monkseaton, Blyth,
Benton, North and South Shields, Gosforth, Swallwell, and Ryton.
The girls for the most part live at home after leaving school
or go for a time to some south country boarding school, but a
certain number go on to the Universities or other places of higher
education, and various careers have been taken up by others,
including that of Art (including Arts and Crafts), bookbinding,
sick-nursing, millinery and dressmaking, cookery (as lady-cooks),
laundry (as laundry matron), confectionery. One or two have
entered merchants' offices and one has became a chemist's dispenser..
The staff consists of the Headmistress (Miss Moberly) and
nine assistants exclusively attached to the school ; and eleven
visiting teachers. The headmistress and three of the assistant
mistresses have degrees or their equivalents, and five, including the
Headmistress, are registered in Column B. of the Teachers' Register;
the Headmistress and two others hold the Cambridge Teacher's
Certificate. The average number of hours per week of teaching for
the assistant staff is 18-6, including five-and-a-half-hours spent by
the kindergarten mistress in instructing the student-teachers. The
Headmistress herself teaches for seventeen out of the twenty weekly
school hours.' 1 '
The fees are : for the Kindergarten (four to seven years of age),
6 6s. a year; for pupils from seven to ten years of age, 10 10s. a
year; for those remaining after ten, and for those -entering the school .
between ten and thirteen, 13 10s. ; for pupils entering the school
above 13, 16 10s. Extra subjects are pianoforte and violin, each
6 6s., or 7 17s. 6d. a year; harmony and painting, each 3 3s. a
year; French or German conversation, 1 11s. 6d. a year; and
dancing (autumn term only), 1 15s. There is also an entrance fee (to
the Main School) of 1 Is., and a charge of 5s. a term for stationery,
* See note at end of chapter, page 33.
18
5s. a term to any girl learning practical chemistry, and a small
charge for drawing materials. Middle-day dinner can be obtained at
the school for 9d. a day. All the pupils are day-pupils, so far as
the school authorities are concerned ; but those from a distance can
be boarded close to the school, at a charge of 40 guineas a year for
weekly, or 50 guineas a year for terminal boarders. In the summer
term, 1904, there were five pupils so boarded.
The Science and Art work of the school is inspected by the
Board of Education, and the whole school is inspected at irregular
intervals by the visiting officer of the Company. In addition, it is
examined annually by the Oxford and Cambridge Schools Examina-
tion Board, and by the Koyal Drawing Society. Other Examinations
for which pupils are prepared, are the Matriculation Examination
of the University of London, and those of the Associated Board of
the Eoyal Academy and the Eoyal College of Music, and of the
London Institute of Needlework.
A Company's Scholarship of 15 per annum, tenable for two
years, is awarded every year to a girl between 15 and 17 years of
age, who has been at least one year in one of the Company's Schools.
The school games, which are vigorously carried on, include
cricket, hockey, tennis, and basket ball. Swimming is also taken, and
in the summer term, field club expeditions and botanical walks are
organised. There is a large asphalte playground, with tennis courts,
attached to the school, and the games club hires a field for cricket
and hockey.
(c) Newcastle High School for Girls.
(Church Schools Company.)
Excellent work is being done by this school, which holds an
important place in the higher secondary education of Newcastle.
It is one of the schools of the Church Schools Company, and was
founded in 1885. The religious instruction is given in accordance
with the doctrines of the Church of England, but pupils may be
withdrawn from all or any of the scripture lessons at their parents'
wish. The school is recognised by the Board of Education as a
Secondary Day School, and was included, until the recent change in
the Board's regulations, in Division B. There are no endowments.
The curriculum is of the usual high school type, and comprises
religious knowledge ; English language and literature ; history and
geography ; Latin, German, French, the two first being alternatives
in the four highest forms ; Greek, in the two highest forms ;
19
mathematics ; natural science, including botany and physics ;
music, both vocal and instrumental; drawing; needlework; drill
and gymnastics ; and, in the two lowest forms, writing. The staff
is highly qualified. The children are bright and alert. The drilling
is well attended to, and physical exercises receive every care. The
school, like the Central Girls' High School, produces a highly
favourable impression upon the visitor who inspects it.
The buildings are modern, attractively designed and excellently
adapted for the purposes of a school. The class-rooms are six in
number. There is a chemical laboratory used as an additional class-
room, a good gymnasium, an art room, a finely proportioned hall and
a dining room. A good collection of books of reference would be
a benefit to the school. The cloak-rooms are spacious and well
arranged, and the rooms are well lighted and well ventilated.
There is accommodation for 150 pupils, and the number in the
school in the summer term, 1904, was 145, of whom three were
little boys in the Kindergarten, The minimum age at entrance is
four years and the average eleven. Of the 145 pupils in the school
at the time of my visit, 44 (or 30*35 per cent.) were under 12 ; 75 (or
51-72 per cent.) were between 12 and 16; and 26 (or 17'93 per cent.)
were over 16. 73 (or 50-34 per cent.) had been in the school three
years or over, 15 (or 10-34 per cent.) having been there six years or
over. Three of the pupils in the school had come from public
elementary schools. Of the rest about half came from private schools
and half straight fiom home, without any previous school teaching.
In November, 1903, there were in the school 51 pupils from
outside the City boundaries, the principal localities from which
they were drawn being Gosforth, Benton, Monkseaton, Whitley
Bay and the northern part of County Durham.
During the last five years thirteen girls have gone on to
Univerities or other places of higher education and nine have taken
up teaching as a profession. To one was awarded the first open
scholarship in Arts at the Armstrong College.
The staff consists of the Headmistress (Miss L. M. Gurney),
seven assistant mistresses, and two student- teachers, exclusively
attached to the school ; and five visiting teachers. Four of the
teachers, including the Headmistress, have University degrees or
their equivalent ; two hold Teachers' Certificates or Diplomas, and
three (including the Headmistress) are registered in Column B of the
Teachers' Eegister. One other is qualified for registration, but at
the time of my visit was not actually included in Column B.
20
The average salary of the seven assistant mistresses is 93
11s. 5d., the highest being 105 and the lowest 60. It should be
added, however, that three of them receive extra payment for music
pupils and one for instruction given to the student-teachers. Their
average number of teaching hours per week is nineteen.*
The tuition fees are as follows : For pupils under 7 years of age r
6 6s. Od. per year; for those between 7 and 10 years of age,
9 9s. Od.; for those over 10, but entering the school under 13 years
of age (for the rest of the school course), 12 12s. Od. ; for those
entering after 13 years of age, 15 15s. Od.
The following are extra subjects : Pianoforte, 1 5s. to 2 2s.
per term ; harmony, 10s. 6d. per term ; violin, 2 2s. per term ;
dancing, 1 17s. 6d. per term ; painting and elocution, each 1 Is.
per term. There is also an entrance fee of 1 Is. and a fixed
charge of 5s. per term for stationery, and Is. for drawing materials.
The school is inspected yearly by the Inspector representing
the Council of the Company and is also examined periodically by
the Cambridge Syndicate for Local Examinations and by outside
examiners appointed by the Council. It was inspected by the Board
of Education, previous to recognition, during the third term of
1902. Pupils are also entered for the Matriculation Examinations
of the Universities of London and of Durham, for the Cambridge
Local Examinations, and for the Examinations of the Eoyal Drawing
Society and the National Froebel Union. There .is one Company's
scholarship of 10 per annum attached to the school. It is awarded,
provided a sufficient standard of merit be attained, to the pupil in the
school who, being under eighteen years of age, stands first in the
annual school examination ; and is tenable at the school for one year.
The girls are encouraged to play games out of school. There
is a good playground with asphalte tennis court at the school, and a
playing field is hired from the Orphange grounds close by.
(d) Rutherford College Secondary Day School.
Rutherford College is an institution very well know r n over a wide
area. It attracts large numbers of students from Newcastle and its
vicinity. The success of the College is due in no small measure to
the sagacity and educational skill of the Headmaster, Mr. A. M. Ellis,
who, in his approaching retirement, will have the satisfaction of
looking back upon a long career of public usefulness and of faithful
service to many generations of his pupils.
* See note at end of chapter, page 33.
21
The College was founded in 1877 by the late Dr. John Ruther-
ford, and others, as a school of science and art, in connexion with
South Kensington. When Dr. Rutherford died in March, 1890,
negotiations were in progress with the Corporation of Newcastle for
the site of the present building, which was finally obtained after his
death, on a 99 years' lease. His committee resolved to carry out
the undertaking and to name the new building " Rutherford College,"
and the foundation stone was laid in 1892. In 1895 the day school
was reorganised as an "Organised Science School" under the then
new regulations of the Board of Education, and is now recognised
by the Board as a Secondary Day School. Until the recent change
in the Board's regulations, it was included in Division A. The
Government grant for the year 1902-3 amounted to 2,072 Is. 8d.
on 443 pupils. There are no endowments, but the College receives
from the City Council a grant of 1,150 a year, and, of this amount,
650 is usually assigned to the day school, The latter also receives
a capitation grant of about 40 a year from the Durham County
Council in respect of pupils from the county area. Of the 650
from the City Council, rather over 300 a year goes to pay the fees
and provide books for corporation scholars. The college is not con-
nected with any religious body and no denominational religious
instruction is given. The large building is used for both day and
evening work. The curriculum of the day school, which is organised
on co-educational lines and consists of the recognised Secondary Day
School and a Preparatory Department, is complex and copious and
includes for both boys and girls English language and literature,
history and geography, Latin, French, German, mathematics,
physics, chemistry, mechanics, drawing, and vocal music. In
addition to the above the girls learn physiology, hygiene, needlework
and cookery and the boys have manual training. A good many
alternatives are however allowed, especially in the higher classes.
The teaching is meritorious and in many respects excellent.
The number of pupils in the school on June 24th, 1904, when
it was closed for the summer holidays, was 638 : 401 boys, and 237
girls. Of these, 398 (252 boys and 146 girls) were in the recognised
Secondary Day School, and 240 (149 boys and 91 girls) were in the
Preparatory Department. The total numbers on the registers in
the Secondary Day School and the Preparatory Department during
the session 1903-4 were 443 and 263 respectively.
There is no age limit laid down in the Junior Department, but
pupils are usually eight or nine years old, at least, on entering. The
22
necessary qualifications for entry in the lowest class are that the
intending scholar be able to read an easy English book, such as the
Standard III. Eeader, and to answer easy questions in the first three
rules of arithmetic. In the Senior School pupils must have passed
Standards VI. or VII., or an equivalent test. Very few are
admitted under twelve years of age, the minimum age laid down by
the Board of Education for schools of this type until it was raised
to thirteen by the 1904-5 regulations. The average ages at entry are:
Preparatory Department, 10 years; Secondary School, 13^ years.
Of the 638 pupils in the school at the end o'f the last summer
term, 105 (or 16-46 per cent.) were under the age of 12; 510 (or
79-94 per cent.) were between 12 and 16; and 23 (or 3-6 per cent.)
were over 16. One hundred and thirty-seven (or 21*47 per cent.)
had been in the school three years or over, and of this number 13
(or 2*04 per cent.) had been six years or more in the school. The
majority of the 443 pupils on the registers of the Secondary .Day
School (267, or 60'27 per cent.) came from public elementary
schools. The rest, with the exception of one pupil who came from
a private school, had previously been in the Preparatory Depart-
ment. Of the 263 on the registers in the Preparatory Department,
211 (or 80-23 per cent.) came from public elementary schools, and 52
(or 19-77 per cent.) from private schools.
In December, 1903, 335 pupils (216 boys and 119 girls) were
coming in daily to the school from outside the city boundaries, the
principal districts from which they were drawn being Gosforth,
Benwell,* Tynemouth, Morpeth District, Blaydon and Ryton,
Wallsend, North Shields, Whitley, Blyth District, Annfield Plain
District, and Hexham. In twenty-nine cases out of the 335,
however, the parents were in business in Newcastle.
The proportion of boys who continue their education after
leaving the school, or who enter at once upon various professions.
or trades, may be roughly estimated as follows : About 5 per cent,
go on to Universities or other places of higher education, and 10
per cent, to the evening technical classes at Eutherford College.
About 35 per cent, take up engineering and other apprenticeships
(building, etc.), 15 per cent, go into merchants' offices, and 13 per
cent, into wholesale and retail trade. About 9 per cent, become
teachers, and about 2 per cent, enter other professions (that of arch-
itect, solicitor, chemist, etc.). A few, probably from 3 to 5 per cent.,
* Now included in the city.
23
enter manufacturing industries, and about 2| per cent, take up
agriculture. A few pupils every year take up articled clerkships or
similar semi-professional positions, and a few enter banks and
insurance offices. Of the girls, 30 per cent. Stay at home after
leaving the school.
The staff consists of the Principal, Mr. Andrew Murray Ellis,
and thirty assistant teachers, twenty-four men and eix women,
exclusively attached to the school; and one visiting master for
advanced French, and another for German. Arrangements are,
however, being made for a modern language master, who will be a
regular member of the staff.
The average salary of the assistants is between 141 and 142, but
in eight cases payment for evening work is included. The highest
salary, including evening work, is 275, and without evening work,
150. The lowest is 60 (for dressmaking and dress-cutting) ; twelve
of the assistant teachers are graduates, and six are registered in
Column B of the Teachers' Kegister. Fourteen, including the
Principal, hold Government Certificates, and would be registered in
Column A, if teaching in a Public Elementary School. Nearly the
whole of the staff will, in due course, be registered in Column B.
The teaching hours in the day school are generally 27 $ per week,
but are less in the case of those taking evening work, and in the case
of teachers of special subjects, such as hygiene and dressmaking."
The ordinary fee is 4 10s. Od. per annum, exclusive of books,
but a small number of pupils (between 50 and 60 each year) are
admitted under certain conditions at a reduced fee of 2 12s. 6d.
per annum. These are cases in which the ordinary fee would be a
strain upon the resources of the parents.
The only extra subjects are music, 13s. 6d. per term, and
shorthand, 5s. 6d. per term.
In addition to the regular Board of Education inspection, the
school is annually examined in English subjects and languages by
special examiners from Durham University, and it is intended that
it shall be examined by specialists in all subjects once in every three
or four years. The school does not prepare specially for any outside
examinations, but the curriculum enables students to present them-
selves for the Matriculation or other preliminary examinations of
Armstrong College, London University, and the University of
Edinburgh, as well as for the University of Durham Local Exam-
inations, and the College of Preceptors Examinations.
* See note at end of chapter, page 33.
24
Some students in the advanced course take the Board of
Education Examinations in Higher Mathematics, Advanced Physics
and Chemistry.
Thirty Corporation scholarships, tenable at the school, are
offered through the City Council every year to boys and girls from
the public elementary schools of Newcastle. They cover school fees
and the cost of books, and are awarded for four years, on condition
of satisfactory work and attendance each year. In October, 1903,
there were sixty-one Corporation scholars in the school, in addition
to thirty-three County Council scholars (26 from Northumberland
and 7 from Durham) who had elected to hold their scholarships at
the school. Until recently, there were also twenty-two Science and
Art scholarships in connexion with the school, provided according
to the practice (now discontinued) by which the Board of Educa-
tion met the contributions of the Governors by a grant in aid.
School games are somewhat difficult to organise, owing to the
large area from which the pupils are drawn, but two or three of the
masters take a special interest in this side of the school life, and
both cricket and football are played in a large field, which is rented
for the purpose on the outskirts of the town. The boys' playground
at the College is a rather small "|" shaped, tar-macadamised court.
The girls' playground is somewhat smaller, but they have the use
of the old Bowling Green behind.
(e) Allan's Endowed Schools.
Boys and Girls.
The school, of which these are the modern representatives, was
originally founded in 1705 as St. Nicholas' Charity School. It was
re-constituted, in 1877, under a scheme of the Charity Com-
missioners, which provided for separate schools for boys and girls.
The schools were opened, with the present Governing Body and in
the present buildings, in 1883. There is a joint endowment of
about 1,200 a year, derived from invested securities and land at
Wallsend, the girls' school being entitled under the scheme to a
share of not less than two-fifths.
Neither of the schools is recognised by the Board of Education
as a Secondary Day School, but classes are conducted in Science
and Art which have been recognised by the Board as Day Classes.
The arrangement, however, will now cease through a change in the
Board's regulations. The amount received for these classes by both
25
schools in 1903 was 74 2s. 8d. The number of boys in the recog-
nised classes in 1904 was 120, and girls 136. The schools receive a
grant of 200 from the City Council, 40 of which goes to the
girls' school. Out of the amount devoted to the boys' school a
workshop (which was originally built on the first receipt of this
grant) has been maintained, and the salary of the instructor has
been paid.
The school buildings, which contain both the boys' and the
girls' school, form a handsome block in Northumberland Eoad,
but are internally quite inadequate for the present number of pupils.
The boys' school consists of a main room, divided in two by a
partition ; three class rooms, one used for physics and one as a
board room ; a chemical laboratory, and a wood- work room, which
is used also as an additional class-room. The girls' premises con-
sist of a main room, divided into three sections by partitions ; and
two class-rooms, the larger of the two being divided by a partition.
The smaller class-room can only be reached by going through the
three divisions of the main room. There is no regular gymnasium
for either boys or girls, but one of the rooms in the boys' school is
turned into a gymnasium once a week. The girls have no labora-
tories, no art room, and no accommodation for cookery or manual
instruction. There is, moreover, no teachers' room for the assistant-
mistresses, and no dining room, although a large proportion of the
girls stay to lunch.
The Headmaster of the boys' school has worked hard and
successfully to bring the school to its present state. Considering
his difficulties, he has done very well and has provided an education
which meets a real want. He has gathered round him a staff of
teachers of more than usual ability for this type of school. The
discipline of the school is under strict control. In spite of the
limited accommodation the gymnastics are well taught, but only a
proportion of the boys take the course, for which an extra fee is
charged. The curriculum of the boys' school includes religious
knowledge, the teaching being in accordance with the doctrines of
the Church of England, with the usual conscience clause ; English
language and literature ; history and geography ; Latin, which is
altercative with commercial subjects in the higher, and with reading
and spelling in the lower, forms ; French ; mathematics ; chemistry ;
geometry in the two highest forms; drawing; manual training
gymnastics-; with vocal music arid writing in some of the lower
forms.
In no school in Newcastle did I ficd more strenuous efforts
being made to contend against great difficulties than in the girls'
side of Allan's Endowed Schools. These difficulties are caused by
the inadequacy of the accommodation for the number of pupils in
the school. The labours of the Headmistrsss and her colleagues
are deserving of high praise, and their efforts merit warm encourage-
ment on the part of the Governors and of the Education Committee.
The curriculum is similar to that of the boys' school, but Latin is
not taken except in the two highest forms, and the girls are not
taught commercial subjects ; in science, the subjects taught are
botany and human physiology and hygiene, instead of chemistry
and geometry ; there is more vocal music ; and needlework takes
the place of manual training except in the lowest form. Owing to
lack of accommodation it has been impossible to arrange gymnastics
or any practical science for the girls. The teaching throughout is
earnest and energetic. Some particularly good teaching in geography
was heard. The vocal music is excellent. The weakest part of
the teaching was in French.
The minimum age of entrance in the case of both schools is seven
years, and the average age in the case of the girls' school is eleven
years, and that of the boys' 12-4 years. The number of pupils in the
schools on July 1st, 1904, was 360, 193 in the boys' school, and 167
in the girls' school. All were day pupils. Of the boys, 63 (or 32*64
per cent.) were under 12, and 129 (or 66-84 per cent.) were between
12 and 16 years of age, while one was over 16. The corresponding
figures for the girls were under 12, 30 (or 17'96 per cent.); between
12 and 16, 123 (or 73'65 per cent.) ; over 16, 14 (or 8-38 per cent.).
36 boys and 41 girls (18-65 per cent, and 24*55 per cent, respectively)
had been in the schools for three years or over.
The previous education of the pupils is shown in the following
table :
Boys' School.
90, or 46-63 per cent, came from Private Schools.
88, or 45-6 ,, ,, Public Elementary Schools.
10, or 5-18 ,, ,, ,, Public Secondary Schools.
5, or 2-59 ,, had been taught at home.
Girls' School.
81, or 48-5 per cent, came from Private Schools.
63, or 37-72 ,, ,, Public Elementary Schools.
16, or 9-58 ,, Public Secondary Schools.
5, or 3 ,, had been taught at home.
27
The previous education of two girls is not given.
In November, 1903, there were in the schools 65 boys and 61
girls from outside the city borders. The principal localities from
which they came were : Gosforth, 39 (23 boys and 16 girls) ; Forest
Hall and Benton, 23 (9 boys and 14 girls) ; North Shields, 11 (4 boys
and 7 girls) ; Gateshead, 9 (3 boys and 6 girls) ; Whitley Bay, 7 boys ;
Blyth, 3 boys; Wallsend, 3 boys ; Tyuemonth, 3 boys; Killingworth,
2 boys ; Whickham, 2 boys.
Girls also came from various places extending from. Acklington
to Annfield Plain and west to Prudhoe, but their numbers, except
as quoted above, are not given in detail.
No records have been kept as to the subsequent careers of the
pupils. A few of the boys proceed to the University and prepare
for professional life, but the majority go into commercial offices, or
take up engineering. A very small proportion of the elder girls gain
scholarships at the Durham College of Science, and a few take up
teaching, either in public elementary schools or as cookery teachers.
A few enter the Post Office, or take up shorthand and type-writing
and enter business offices. The greater proportion of the girls,
however, remain at home after leaving school.
The staff of the boys' school consists of the Headmaster (Mr.
F. W. Brewer, M.A.) and eight assistant masters exclusively
attached to the school, and one visiting teacher for gymnastics.
The Headmaster and three of the assistant masters are graduates
and one (in addition to the Headmaster) is registered in Column B.
of the Teachers' Eegister.
The staff of the girls' school consists of the Headmistress
(Miss S. E. Dobson, L.L.A.) and seven assistant teachers exclusively
attached to the school. Of the assistant mistresses three are
graduates. One has the L.L.A. diploma and two have Cambridge
Higher Local Certificates. One holds the Durham Teacher's
Diploma, and one has almost completed the course for the same.
Only one (besides the Headmistress) is registered in Column B, but
two are qualified for registration, and one will be 'so qualified after
a short further residence in a recognised school.
The average salary of the assistant masters in the boys' school
is 119 7s. 6d., the highest being 160 and the lowest 100. The
average number of teaching hours, per week, is 27 - 25.* The actual
salaries at present received by the assistant mistresses are not given,
* See note at end of chapter, page 33.
28
but, instead of this, the minimum and maximum possible in each case
under the scale in force in the school. The average salary, supposing
all to be at the maximum, is only 94 5s.- 8d., the highest being 120
and the lowest 80. The average number of teaching hours, per
week, in the case of the assistant mistresses is 21-57.*
The tees are the same in the two schools, viz. : for pupils under
eleven, 3 18s. Od. per annum ; for those over eleven, 4 19s. 0 tenable for three years by pupils from the
secondary schools at a University or some other place of higher
education ; (4) technical, commercial and domestic economy scholar-
ships ; (5) evening class free studentships ; and (6) art scholarships.
It will be observed that all the 600 boys and girls admitted to
the proposed higher elementary schools would in effect be receiving
a scholarship of considerable yearly value, as the cost of the educa-
tion given in those schools would largely exceed the very modest fee
suggested (and that for only 75 per cent, of the cases) as an altern-
ative to absolutely free admission.
So far as the junior scholarships are concerned, it would prob-
ably be well to regard the annual award of forty (twenty for boys
and twenty for girls) as an ample maximum, in view of the scholar-
ships already provided in the Cityt Every scholar should receive
(1) tuition free of cost for four years at the chosen secondary
school, subject to satisfactory reports of his or her progress being
annually received by the Education Committee from the school
authorities in question, and (2) a yearly allowance of 1 5s. for the
purchase of books. It would be well also for the Education Com-
mittee to have at their disposal a small annual sum, out of which
to give maintenance allowances in addition to scholarships to boys
and girls whose home circumstances were found, after private
inquiry, to be such as to make it impossible for them otherwise to
remain at the secondary school.
The junior scholarships should be awarded on open competition,
but admission to the examination should be confined to pupils who
were expressly recommended for the purpose by the Headmaster or
Headmistress of the public elementary, or other, school from which
they came. Pupils from private schools of recognised efficiency
(as attested by regular inspection) should be admitted to the com-
petition. The examination should be carefully planned on lines
which would discourage "cramming." It should be partly a written
examination, partly an oral. It is desirable that the examining
committee should comprise teachers familiar with the work of the
elementary and secondary schools of the City. So constituted it
might serve as a consultative committee on questions of curriculum
f See Appendix C.
57
and of co-ordination of the studies in different types of schools.
Much advantage would accrue from this expert co-operation between
the elementary and secondary school teachers. In no other way
would a better correlation of studies in the two types of schools
be so quickly secured.
The intermediate and the senior scholarships should be awarded
on internal school examinations, or by some other method approved
by the Education Committee on the representation of the authorities
of the school concerned.
One or two private schools notably the Modern School should
be recognised as places when junior scholarships are tenable if the
scholar so prefers.
8. The Armstrong College.
The crown of the educational system of Newcastle is the
Armstrong College, the intellectual distinction of whose staff and the
scientific value of whose work are recognised in educational circles
all over the world. It is unnecessary for me to enter in this report
into any detailed description of the organisation and course of study
of the College, or to describe its handsome and well situated
buildings, now receiving ample yet necessary enlargement. It will
be remembered how high a tribute was paid by the Treasury Com-
missioners, who visited the College in 1901, to the work of those
departments of the College which have a special bearing upon the chief
industries of the district namely, the departments of engineering,
of electrical engineering, of mining and of agriculture.! It is
gratifying to observe the rapid growth of the College and the evident
signs throughout North Eastern England of increasing appreciation
of its work. Striking evidence of this increased measure of local
interest is afforded by the fact that the proportion borne by the
Parliamentary Grant to the local income of the College, which was
29-2 per cent, in 1902, had fallen to 19-5 per cent, in 1904. In the
recent apportionment of the increased Treasury Grant to University
Colleges, there has been assigned to the Armstrong College the sum
of 3,000 for 1904-5, as compared with 1,800 in 1903-4, and to this
f I desire to record my admiration for the work which is being done at
the School of Art at the Armstrong College under the charge of Mr. Hatton.
The spirit and style of the work are alike most excellent. I venture to
express the hope that in the approaching re-organisation of the educational
resources of the City the utmost care will be taken to prevent the School of
Art at the College from being inadvertently injured by developments in
other directions.
58
increased grant an additional sum of 700 has been added in respect
of the present year for the purchase of books, apparatus, instru-
ments, etc.
But the grants received by the College are still far from being
adequate to its needs. The cost of maintaining efficient University
work is enormous. Especially heavy is it in a great centre of higher
technological instruction on University lines. The College needs
far more than it at present receives if it is to keep its costly
equipment up to date, and to maintain an adequate staff of pro-
fessors and other teachers in all the necessary faculties. In few
centres is it so important to uphold a high level of teaching in the
Humanities, including philosophy, as in the midst of a great
industrial population. Every University College in England is
working at a loss for every student it teaches . The Armstrong College
is no exception to the rule. The College needs larger funds in order
to pay more suitable salaries to its junior staff. It needs more
equipment. It needs Eesearch Fellowships. It needs to be so
furnished with resources as to be able to seize the great opportu-
nities which are opening out before it on all sides opportunities
which, under its distinguished Principal, it will grasp with high credit
to Newcastle.
It is agreed that no small part of the industrial and commercial
advance of the German Empire can be traced to the influence of
its Universities and of its Technical High Schools. The most
famous of German Universities that at Berlin was founded in
order " to supply the loss of territory by intellectual effort." All
of them have borne their part in rendering remarkable intellectual
assistance to German enterprise. Do we not need in England
similarly concerted effort upon a farseeing plan ? Is not the need
for highly trained leaders of industry far greater now than at any
earlier period in our history ? Is it not expedient that we should
be prudently bountiful in the aid which we give from central and
local funds to these arsenals of brains ?
The German development of higher education has not been
accomplished without great pecuniary outlay. Baden, with a pop-
ulation of less than two millions, gave over 72,000 in 1902-3 to the
Universities of Freiburg and Heidelberg. Hesse, with a population
of a little over a million, gave in the same year a grant of 42,000 to
the University of Giessen. The same farseeing munificence is being
displayed in America, both by Governments and by wealthy indivi-
duals. Shall we in England lag behind ?
59
There are signs on all hands that there is a determination on
our part not to allow ourselves to be beaten through failure to develop
our intellectual resources. The following table shows what various
local authorities are doing to help their neighbouring or City
Universities.
GRANTS MADE BY LOCAL AUTHORITIES TO UNIVERSITIES, 1905.
University.
Local Authority.
Annual Grants.
Special Grants.
LEEDS ....
Leeds City Council
5,550
West Riding County Council
5,125
East ,, ,,
505
Yorkshire Council for Agri-
cultural Education repre-
sentative of the East,
North and West Biding
County Councils
4,080
LIVERPOOL ....
Liverpool City Council
10,000
The Liverpool
Lancashire County Council.
1,000
City Council
Bootle County Borough
gave a build-
Council
500
ing and site
Birkenhead County Borough
valued at
Council . . . .
500
30,000.
Cheshire County Council . .
300
d. rate about
BIRMINGHAM . .
Birmingham City Council . .
6,000
Staffordshire County Co'cil.
500
Worcestershire County C'cil
500
MANCHESTER..
Manchester City Council . .
4,000
Lancashire County Council.
1,000
Cheshire County Council . .
300
Salf ord County Borough C'il
300
Oldham
150
Bolton
100
Bury
100
SHEFFIELD
Sheffield County Borough
Id. rate about
Council.
7,000
in addition to
grant toTechnical
Dept. about
8,000*
West Riding County Co'cil.
2,320
* This will be about the amount of the grant to the Technical Depart-
ment for the present and for the next three years. It is made up of about
6,000 to Revenue Account and 2,000 to Capital Account for the provision
of equipment and extensions to buildings.
I trust that I shall not appear to the Committee to be passing
beyond the limits of my inquiry if I state that, in the course of the
investigations which were undertaken at their request, I was deeply
impressed by the value of the services which are being rendered by
the Armstrong College to the civic, economic and educational
60
interests of .Newcastle and of the adjoining counties, and still more
deeply impressed by the magnitude of the work which could be
accomplished by the College if it had larger funds at its command
and ampler resources for its general maintenance. Were it possible
for Newcastle to do as Sheffield has done and as Liverpool has
done, and grant to the Armstrong College the yearly proceeds of a
penny rate, I am persuaded that the grant would prove a most
profitable investment.
And, further, besides giving the College the direct help of a
larger annual grant, the City has it in its power greatly to enhance
the efficiency of its work by improving the position, and the raising
the intellectual calibre, of the secondary schools from which the
College should draw an ever increasing number of its students.
A great man of letters, whose name is honourably connected
with Newcastle, once said "The best thing that I can think of as
happening to a young man is this: that he should have been
educated at a day school in his own town ; that he should have
opportunities of following also the higher education in his own
town ; and that at the earliest convenient time he should be taught
to earn his own living." Whatever may be said (and much may
be justly urged) in favour of sending boys away for part of their
training to a distant school or University, the above is the educa-
tional programme which should be open to every intelligent lad
born in Newcastle.
9. The Evening Classes.
In no city in which I have had the honour of conducting an
educational inquiry have I been so favourably impressed by the
work of the evening classes as in Newcastle. The earnestness of
many of the students is deserving of the highest praise. And a
special tribute is due to the work of the engineering apprentices,
who form the backbone of the evening classes in the City. They
show that they appreciate the facilities given by so many of the em-
ployers to those who regularly attend evening courses of instruction.
By the help of Mr. Richardson I learnt much about the evening
school work in Newcastle, and would submit for the consideration
of the Committee a few suggestions for its better co-ordination.
In the first place, it seems desirable that an increased grant
should be given to the Elswick Institute, which is doing excellent
work, and that, if the Eutherford College is taken over by the City,
a somewhat larger sum than hitherto should be spent upon the
61
development of its evening work. But I would suggest that a
Board of Technological Teachers be formed to act as a consultative
committee. To that committee the Education Committee might
turn from time to iime for an expression of opinion as to the better
co-ordination of the various technological classes. But in attempt-
ing such co-ordination it should not be forgotten that duplication
is not always wasteful overlapping. An artisan does not always
feel comfortable in an academic atmosphere.
It seems desirable that the evening work of the city should be
graded into (1) elementary evening schools, (2) intermediate centres,
and (3) higher centres. The higher centres would be the Armstrong
College and the Eutherford College. As the former draws nearer to
its apparent destiny of becoming an independent University, it will
naturally concentrate itself on the non-elementary evening work.
The intermediate centres might be at Heaton Park Eoad (or perhaps
preferably at North View) and Westgate Hill, with two others, viz.,
in Benwell and Walker respectively. No students should be
admitted to an intermediate evening centre except those who had
passed through a suitable course at an elementary centre, or who
could show, by passing an entrance examination, that they were fit
to join the classes at the intermediate centre. No one, in turn,
should be admitted to the evening classes at the Armstrong and
Eutherford Colleges except after passing an entrance examination.
There might be preparatory classes to help students to prepare for
this entrance examination. These might be held at Westgate Hill,
Heaton Park Eoad, and in Benwell and in Walker. There should
be free studentships to take deserving students on from the elemen-
tary to the intermediate centres, and other studentships to take
the best ones on further from the intermediate to the higher centres.
It would be expedient to arrange courses of evening lectures
at certain centres, in accordance with some such plan as that which
has been receiving the consideration of the Education Committee.
The whole of the elementary and intermediate evening work of
the City would probably gain by the appointment of a young and
active man to take charge of it, and to keep its various parts in good
working order.
10. The Teaching of Domestic Science.
The excellent and very useful work of the Northern Counties
Training School of Cookery deserves cordial encouragement. The
institution, which occupies a handsome building in a good position
62
in Northumberland Road, is supported by the joint efforts of the
County Councils of Durham and Northumberland, and of the City
and County Council of Newcastle-upon-Tyne. I was greatly pleased
by what I saw of its work. The school gives the impression of
cheerful efficiency. It is affording opportunities of an excellent train-
ing to several categories of students, notably to young women who
intend to teach domestic science, and to others who have left the
higher secondary schools and come to the classes in order to study
the art of household management.
Turning to a subordinate part of the school's work I must
confess my disappointment at finding that the opportunities offered
to young girls, who have recently left the elementary schools, to
obtain a three months' systematic training in domestic work at this
school are not better appreciated by Newcastle parents. The
scholarships of this kind, which are open to young girls from the
Counties of Durham and Northumberland, are nearly always taken
up. But from Newcastle itself there is hardly ever a full
complement.
I would suggest that, if at some later time funds allow, it
would be well to try in Newcastle, in affiliation to the Northern
Counties Training School of Cookery, an experiment which, under
Miss F. L. Calder's guidance, has been successful in Liverpool. In a
house taken for the purpose (in Prince's Eoad), a number of girls
from the public elementary schools are trained in domestic science.
By means of a course extending over twenty weeks, the girls are
instructed in cookery, laundry work, household sewing, home dress-
making, domestic millinery, hygiene and housewifery. The school
is open daily, except Saturday, from 9-30-4. The Principal and
four teachers are resident, and the girls do the regular work of the
house, including the cooking of a large dinner every day (charged
for at 3d. a head) for themselves and the teachers. The teachers
have their meals with the girls. There is accommodation for 70,
and the school is full. The fee for instruction to girls from elemen-
tary schools is one shilling a week. Others pay half-a-crown a
week. The school is divided for practical work into five classes, no
class having more than fifteen pupils. Cookery, sewing, house-
wifery, dressmaking and laundry are taken in rotation a week at a
time, the cycle being repeated four times in each session. In the
afternoon the girls are taught the principles of their work. In the
morning they apply those principles to the actual work of a house.
Experience in purchasing and managing for small households is-
A
UNIVERSITY 1
63
given by a plan of small dinners for two or four persons. Each
girl in turn plans a bill of fare at a given cost, buys the food with
the sum allowed, and then cooks and serves the dinner. In dress-
making every girl is measured for her own pattern, draws it, cuts
it out, and makes the garment for herself.
The cost of maintaining such a school as this giving to 150
girls in each year, a course of instruction extending over twenty
weeks would be about 700 a year plus the receipts from the pupils"
fees. Thus the net cost per girl would be about 4 10s.
11. Suggested establishment of an Industrial Museum.
A suggestion for the establishment of an Industrial Museum
has been made to me by Mr. W. D. Oliver, of the Rutherford
College, and I take this opportunity of submitting it, in Mr. Oliver's
own words, for the consideration of the Committee. He writes as
follows :
"In a large industrial centre such as Newcastle, where of necessity there
are many agencies for giving the necessary technical instruction to students
who desire to equip themselves for their trade or profession, a very important
aid ought to be a collection or museum illustrating the mechanical and
other industries of the district.
It will be a matter of surprise to many that in Newcastle both teachers
and students suffer from the disadvantages of there being no such provision
whatever.
It ought to be possible to establish and equip a museum to illustrate
such subjects as Engineering, Building Construction, Shipbuilding,
Metallurgy, Mining, and other branches of local industry.
Any attempt to do so should be on strictly educational lines.
Thus, in the engineering department there should be models of all kinds
of mechanical motions, valve gears, wheel work and other details, while
prime movers would be illustrated by steam, air, gas, oil and electrical
engines, either in the form of models or the actual machines.
Many of these might with advantage be shown in sections.
In cases where the machine, or a model of it, could not be obtained,
drawings and photographs could be shown. There should also be a historical
collection showing the development of the steam and other engines and
machines.
All models, if possible, should be arranged to be set in motion by the
visitor, the motive power being electricity.
Every object should have a description fixed to the case calling attention
to the important points it is intended to illustrate.
A properly equipped workshop ought to be attached and one or more
skilled mechanics engaged to carry out repairs and construct new models as
required.
What has been said of illustrating the eDgineering branch applies to all
the other branches of industry.
64
Many manufacturers have already in their works models which they
would be willing to give or lend if a suitable home were provided for their
accommodation.
Societies, especially such as include mechanics among their members
{e.g. the Society of Model Engineers) might be encouraged to help by making
suitable models, and either giving or lending them.
What an immediate advantage it would be to a student, and what a
relief to the teacher, if there were in our City a collection such as has been
indicated.
How helpful also would such a privilege be to the designer or inventor,
who would be able to compare his ideas with those of others.
As to the ultimate benefit to the trade and commerce of the district and
the country there surely can be no doubt."
12. Suggested annual issue of an Educational Directory
of New castle -upon- Tyne.
If the committee saw its way to issue annually an Educational
Directory of the City, containing full particulars of the work, situa-
tion, courses of study, fees, etc., of all the educational institutions
of Newcastle, including the public and recognised private secondary
schools, their action would prove a boon to many parents, who would
thus be able to obtain, in a cheap and convenient form, an author-
itative statement of the educational resources of the City, and would
gather from its pages valuable guidance in the choice of schools for
their children. Such a directory would bring the details of the
.scholarship system, with its varied opportunities, clearly before the
minds of parents. It would give a clear picture of the educational
organisation of the city. It would show the links between one type
of school and another. And thus it would afford guidance in
difficulty; it would stimulate worthy ambition; it would do some-
thing to lessen the waste of educational opportunity which occurs
through parental ignorance or shyness in asking questions; and it
might well inspire an increasing number of citizens with the resolve
to maintain a high level of all-round efficiency alike in the elemen-
tary, secondary and higher education of Newcastle-upon-Tyne.
13. Summary of Eecommendations.
It may be convenient if I now briefly recapitulate the gist of
the recommendations submitted above for the consideration of the
Education Committee. My inquiry has led me to the conclusion
xhat the Committee would be well advised :
65
(1) To establish two higher elementary schools in the eastern
and western parts of the City respectively, for boys and girls, with
a course of study planned to cover three years from twelve to
fifteen.
(2) To take over the Rutherford College day and evening work ;
to carry on the Eutherford Secondary Day School for Boys in the
present building, and to establish a Eutherford Secondary Day
School for Girls in other premises.
(3) To give additional grants to the Eoyal Grammar School, to
Allan's Endowed Schools for Boys and Girls on certain conditions,
and to St. Cuthbert's Grammar School.
(4) To encourage Private Secondary Schools to place them-
selves under inspection, to pay the cost of such inspection, and to
grant to recognised efficient private schools certain privileges, e.g.,
the right of sending in their pupils to the competition for City
scholarships, the right, in certain cases of receiving junior scholars,
and the benefit of loan collections of reference books and educational
apparatus.
(5) To establish pupil teacher centres in organic connexion with
the following middle secondary schools: Eutherford Secondary
School for Boys, Eutherford Secondary School for Girls, Allan's-
Endowed School for Boys, Allan's Endowed School for Girls and
St. Cuthbert's Grammar School ; and to give assistance in respect
of Eoman Catholic girl pupil teachers from the City receiving
instruction in the Convent of the Sacred Heart at Gosforth,
provided that the pupil teacher centre there is reported efficient by
the Board of Education.
(6) For the benefit of pupils coming from the proposed higher
elementary schools to maintain the present pupil teacher centre,
with a one year preparatory class attached.
(7) To maintain certificate classes for teachers working in the
public elementary schools of the City.
(8) To develop the scholarship system.
(9) To give annually, the proceeds of a penny rate to the Arm-
strong College.
(10) To increase the annual grant made to the Elswick Institute,
and the amount spent on evening classes at the Eutherford College,
which it is proposed to municipalise.
(11) To grade the evening classes.
(12) To increase the grant to the School of Domestic Economy.
66
(13) To take into consideration the. advisability of establishing
an industrial museum illustrative of engineering, building construc-
tion, shipbuilding, metallurgy, mining and other branches of local
industry.
(14) To form a Consultative Committee of teachers in elemen-
tary, higher elementary and secondary schools with a view to the
better correlation of courses of study and the promotion of the
educational interests of children passing from one grade of school
to another.
(15) To establish a Board, representing the different centres
giving technological teaching, with a view to the co-ordination of
effort.
(16) To publish annually an Educational Directory for
Newcn,stle-upon-Tyne.
67
CHAPTER V.
FINANCIAL SUMMARY AND ESTIMATE.
The cost of carrying out in its entirety the plan suggested for
the Committee's consideration in the foregoing report may be
estimated as follows. In framing the estimate, I have endeavoured
to provide for the work being done with real efficiency, believing
that to be, in the circumstances, the true economy. The plan
suggested in the report could be carried out in instalments.
(1) CHARGEABLE TO THE BATE FOB ELEMENTARY
EDUCATION.
Annual maintenance of two Higher Elementary Schools,
each for (say) 300 pupils, boys and girls, from twelve
to fifteen :
(a) If with 25 per cent, free places and a fee of 6d.
a week payable by the rest of the pupils, the
annual maintenance charge would amount to
about 3,255*
(b) If wholly free the annual maintenance charge
would amount to about .. 3,750
(2) CHARGEABLE TO THE BATE FOR HIGHER EDUCATION.!
Kutherford College Secondary Day School for Boys
....(say, 300 pupils)..
Net annual maintenance charge, allowance
being made either for higher fees being
charged to non-ratepayers' children coming
* This estimate is based on the following calculation: the annual cost
per head of maintenance is estimated at 9. Against this is set (1) the
Government Grant of 2 15s. Od., i.e., the average of the Grant for the first
three years of the course under t-he Higher Elementary School Regulations,
1905, with 'the addition of the fee grant; (2) 36s. 6d. per head per annum
from school fees, the latter being calculated at 6d. a week for a school year
of forty-four weeks and 25. per cent, of free places being allowed for.
f The present grants of the City Council to Secondary Schools, in-
cluding Rutherford College Secondary Day School, amount to about
1,248 10s.
68
from outside the City, or for contributions
from County Education Authorities, would
ultimately ris.e to about 1,350
Kutherford College Secondary Day School for Girls
(say 250 pupils)
Net annual maintenance charge, with allow-
ance made as above in the case of the boys'
school, would ultimately rise to about 920
Allan's Endowed Schools :
Boys 200
Girls . 200
400
St. Cuthbert's Grammar School 350
The Eoyal Grammar School 350
- 3,370
(Under the head of Scholarships, proposals are made
for leaving exhibitions attached to each of the Girls'
Higher Secondary Schools.)
Private Schools:
Inspection and private schools and loan collections of
books of reference and educational apparatus 250
Pupil Teacher Centres, including those attached to Secondary
Schools (two years, say, 100 P.T.'s annually) 600"
Preparatory Class for intending P.T.'s coming from Higher
Elementary Schools (one year, say, 30 pupils) 150t
Certificate Classes (say) 150
Scholarships (in addition to present provision) :
Junior scholarships (12-16), tenable according to pre-
ference of scholars at public secondary and selected
private secondary schools in the City and at the
Convent of the Sacred Heart at Gosforth, 40 annually
(20 boys and 20 girls). When in full operation 2,240
* Estimated gross cost, 10 per head per annum ; Government grant,
7 ; net cost for each of the two years, 3.
f Estimated gross cost, 9 per head per annum; Government grant,
4 ; net cost, 5.
69
1st year 560
2nd year 1,120
3rd year 1,680
4th year 2,240
Allowances for books, at 1 5s. Od. per head, to 160
junior scholars at one time. When in full operation 200
Fund for maintenance allowances in addition to
scholarships (say) 200
Ten intermediate scholarships tenable for two years
(16-18), including allowances for books. When in
full operation (say) 300
Leaving exhibitions of 50 a year tenable for three
years, one attached to each of the Girls' Higher
Secondary Schools, viz. : the Central High School
and the Church High School. When in full oper-
ation 300
Evening Class Studentships 100
Armstrong College! 6500
School of Domestic Economy 300
Eutherford College evening work 700
Elswick Institute 400
Evening Class Organisation, in addition to what is at
present paid (say) 300
Educational Directory, annually (say) 50
Total 16,110}
Customs and Excise Duties 4,392
2d. rate (6,500 x 2) 13,000
17,239
April, 1905. MICHAEL E. SADLEE.
f Present Grant 1,200.
I The above does not include (1) the amount which it may be found
necessary to pay in bursaries for pupil teachers (2) the present cost of
ordinary evening continuation schools (3) grant to public libraries 250.
APPENDICES,
APPENDIX A.
STATISTICAL TABLES.
73
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-S * "C .3
P 2
03 d I? cfi
Q 5
"r>
2
CO CO rH
bO ClObO
g s
PM n ,
TOTALS.
*
O t- CM O rH CD
TH C5 iH rrt -rfl l 1
CD
CM
rH 1C 00 CO ^
CO CO TH CO
CO
00
53
1
CM
a S-
00
sa
CM
|*
=> S
^o
CNJ
^J*
1-1 D
1"
O
CO
g|
CM
CM
$
OJ
TH
if
. t-00
. . rH ' . .
O .
CM
|i|
8
t_
s
. " CO CA
o o o o o o
1
w
QQO O O
CO
5
T3 3 c)
oJ W
SH
75
I
Is
Is
p iH
'<
X S a
2
S
8
|
CO CO CD
C- Oi TH
0 10
<*-
I
s
o o o
i
ft
HISTORY AND GEOGRAPHY
11
2*
2|
3i
3i
4
4
4
Latin . ,
If
3*
French
11
i|
ii
ii
21
2*
21
Greek
at
It
MATHEMATICS . .
3|
3f
4i
3|
ft
51
4|
Natural Science :
Chemistry
i
If
If
ii
H
1
2*
1
i'
2
Human Physiology and Hygiene . .
i
f
1
i
T
Music Vocal
-*-
1
i
Woodwork or other Manual Training.
2'
1
If
2f
?
2
2
2
"YVriting
Domestic Economy
2
Needlework . .
2
2
i
1
1
Drills
23 23|
24J
^
Total f
22^
22|
22|
22f 22f
Usual amount of Home Lessons
1
1
1
1 ' 1
11 11
2
2
Subjects for which Pupils are re-
classified .
French and Mathematics (upper forms).
* A large proportion of the pupils are withdrawn for Church Catechism, very few
for Old and New Testament.
No room available. Application made to Governors for hire of room.
f The Lower Forms leave at 12 noon and at 4 p.m , as the Cloak Room is very
small.
Form IV. a takes the Syllabus for the Cambridge Preliminary Local Examination.
Form V. for the Cambridge Junior Local.
Form VI. & for the Cambridge Senior Local.
Form VI. a for the Durham 1st B. Litt. Examination.
83
ST. CQTHBEKT'S GRAMMAR SCHOOL.
Name or Number of Form
(lowest on left).
I.
II.
III.
IV.
V.
VI.
36
11-4
47
13-3
35
14-3
12
15
9
16
7
17-3
Average Age
RELIGIOUS KNOWLEDGE
2
2
2
H-
ii
8;
English Language and Literature,]
including also Reading, Dictation [
and Composition . [
9
,
.,
-
History and Geography J
4
4
3
4
4
4
4
4
4
German
Greek
4
4
4
4
4
4
MATHEMATICS ...
6|
5
H
4
4
Natural Science :
Physics
if
2J
'!
>
f
I
Theoretical
Woedwork or other Manual Training. .
i*
i
?
2
3
-
Writing
2
Drill
1
i
-
Total
21
38i
32
32i
31i
31*
Usual Amount of Home Lessons
2
2
2
2
2
2
Subjects for which Pupils are re-
classified
Classics, Drawing, and Woodwork.
The School is recognised by the Board of Education as a Secondary Day
School (Division A, old regulations).
84
EUTHEEFOED COLLEGE SECONDAEY DAY
SCHOOL.
-
Name or Number of Form (lowest on left).
Junior.
In-
ter.
1
Senior.
IV.
III.
II.
I.
1st
fear
2nd-
rear 1
3rdy
>oysg
ear.
firlsl
4th year.
)oysgirls
Number in Form ....
Average Age
25
35 62
69
12*
49
L3^
237
IS*
108
14
35
i
18
RELIGIOUS KNOWLEDGE
English Language and Li-
terature, including also
Reading, Dictation, and
Composition . . ...
tt
9H
9|
7i
i
3
i
2
S2|
n
3 ,
HISTORY AND GEOGRAPHY..
3
3
3^
3i
2f
If
2*
2
2
2
2
Latin . .
3*
3*
3*
'5*'
5*
.5*
5*
5*
CO CO CO
* *
CO CO CO
3
3*
3*
* #
CO CO CO
Greek
Extra Languages .
2*
2*
3*
1*
3*
1*
Extra English . , ,
8^1 8^! 7
6*11 m\ 5 I!
Arithmetic -
54
i 1
2
74
3i
3f
3|
3|
3|
3|
1
Natural Science
Physics (Theoretical and
Practical)
1
3&! 3
4
::
3|
. ,
.Chemistry
Mechanics i
i
i
4
3|
ft
*i
Physiology
Music:
Vocal
4
1
i
. ..
....
Instrumental ) ,
Theoretical j T
'.'.
Woodwork or other Manual
Training^ \
*2 '
If
4
2
If
2
-i*
2
2*
2*
2*
2*
2*
1 Freehand .
U
ii
2^
1
1
2
"l
Drawing |^ e o e m ^ try
Writing
Cookeryir
Domestic Economy
Needlework
2|
2|
2!
2|
II
Ij '
.. j ..
Drill
Weekly Examination 2
ii
i
1J
14
i*
1
v.
"
TOTAL .
25^
24^
r24^
24^ 25f
26
26
27
27
27 27
Usual Am't of Home Lesson
s i 1
1
1J 1 14
1*
2
2 to 2| hours.
Subjects for which Pupil
are re-classified
s Languages.
85
NOTES ON RUTHERFORD COLLEGE SECONDARY DAY SCHOOL.
The School is recognised by the Board of Education as a Secondary
Day School (Division A., old regulations).
The 237 pupils in the 1st year of the recognised school are divided into
seven classes, and the 108 pupils in the 2nd year into three classes.
* Alternative subjects are marked with an asterisk. Pupils in the 1st
year Senior confine themselves to one foreign language to which they give five
hours a week. In the 2nd year, with few exceptions, they do the same,
continuing the same language. In the 3rd year and upwards they continue
the one they hav* been learning and take up another. In the 3rd year all girls
do, and boys may, give up geometry. The two hours thus released are given to
Latin. In the 4th year, boys and girls may give up both geometry and manual
training. Of the four hours thus released one is given to English and three to
languages. The number of hours devoted to languages in the 3rd and 4th years
are, therefore, as follows: In the 3rd year, if geometry is retained, 6 hours
(Latin 3, French or German 3) ; if geometry is given up, 8 hours (Latin 5,
French or German 3). In the 4th year, if geometry and manual training are
retained, 6 hours (Latin 3, French or German 3) ; if geometry is omitted, 8
hours (Latin 5, French or German 3) ; if both geometry and manual training
are omitted 9 hours (Latin 5, French or German 4).
f Music: Provision is made outside the time-table for instrumental music,
theoretical and practical. It is optional. Two lessons a week of 20 minutes
each are given. Practice at night at home of at least half an hour.
J Girls in all the senior classes have two hours a week for needlework,
dresscutting and dressmaking, except in the 4th year where these subjects are
optional. This is entered in time-table as manual training.
I Girls in the Senior School who have had no course previously have two
hours cookery on Saturdays for a period of twenty weeks.
Boys. I! Girls.
86
NEWCASTLE PKEPARATOKY SCHOOL.
.1 OOiJ ' Yi(j '. . . .
Name or Number of Form
(lowest on left) .
I.&II.
III.
b
III.
a
IV.
6
IV. V.
a
Number in Form ........
11
9
9
9|
31
111
5
H|
7 2
1& 14
Average Ae
1*
English Language and Literature, in-
cluding also Reading, Dictation, and
Composition . .
5*
3
9
1
1
1
HISTORY AND GEOGRAPHY
6
4
4
4
4 2
Latin ..... .
4
5
4
5
5
3
5 6
3 3
French
5
German . .
Greek
5
5 6
MATHEMATICS
6
7
7
5
5 5
Natural Science:
Physics
Instrumental
Woodwork or other Manual Training..
Drawing
Writing
Drill )
1
1
. 1
I
1
1
Gymnastics I
Total
25
25
25
25
25
25
Usual amount of Home Lessons ....
*
1
I
1
ii
1J
Subjects for which Pupils are re-
None.
NOTE. There is an optional Drawing Class, 1 hour per week; about 10
boys attend. The majority of the boys have their own private Masters
or Mistresses for Music Lessons. Swimming Lessons (optional) are
given in the summer term ; about three-quarters to seven-eighths of the
boys attend.
87
APPENDIX C.
LlST OF SCHOLAKSHIPS AT THE DISPOSAL OF THE
NEWCASTLE-UPON-TYNE EDUCATION COMMITTEE.
NOVEMBEK, 1904.
INCORPORATION SCHOLARSHIPS.
Armstrong College (10). Open to candidates of either sex,
tenable for two years, and renewable for a third year
subject to satisfactory progress. Admitting to any ordin-
ary course (day) at the College. Candidates must be
residents of Newcastle.
Bursaries may be granted by the Education Committee
to necessitous cases.
Butherfcrd College (30). Open to boys and girls of the Public
Elementary Schools of Newcastle, who have passed
Standard VI., entitling holders to free education and the
necessary text books. Tenable for one year, but renew-
able for a second, third, and fourth year, subject to satis-
factory progress being made.
Northern Counties' Training School of Cookery and Domestic
Economy (10). For girls over 15 years of age, tenable at
the school for three months.
(Subjects of Instruction Cookery, Scullery Work,
Laundry Work and Dressmaking).
Northern Counties' Training School of Cookery and Domestic
Economy (2). One for a course of instruction for a
Teaching Diploma in Cookery, and the other for a course
of instruction for a Teaching Diploma in Laundry Work.
Candidates must be over 18 years of age, and must pass
a preliminary examination.
88
Education Committee s Evening Scholarships. Open to boys
and girls who are 14 years of age and above, and who
have attended Public Elementary Schools in Newcastle.
Number offered five for every 100 on the books of each
senior school. The Responsible Teachers of Evening
schools are also allowed to nominate a number of
candidates.
About 1,000 of these scholarships were awarded at
the beginning of the present Evening School Session.
[The bursaries which are awarded to boys and girls
in Preparatory Classes are not included in the above.]
2. OTHEK SCHOLARSHIPS.
Royal Grammar School (15) five of which are awarded annually.
Open to boys from the Public Elementary Schools of
Newcastle and tenable for three years. Afford holders
free education with the use of all necessary text-books
and apparatus.
Commercial Scholarships (6) Open to boys who are not less
than 14 years of age ; tenable at the Commercial Institute,
admitting holders to day classes and evening classes also
if they wish. Tenable for one year, but may be extended
if suitable progress is made.
Art Scholarships at Armstrong College (12). Two day (admitting
to all the Day Art Classes), and ten evening (permitting
attendance at Art Classes on three evenings in the week).
Open to boys, the former to those about to leave school,
and the latter to those who have passed the Sixth
Standard. Candidates must undergo a competitive exam-
ination. All these scholarships are tenable for one year
and are renewable for a second and third year if satis-
factory progress is made by holders.
Allan's Endowed School. 30 Foundation Scholarships (15 first
class and 15 second class), open to boys and girls (20
for- boys and 10 for girls), in Church Schools ; and, in the
absence of candidates of sufficient merit from such
schools, to scholars in any of the Public Elementary
Schools in Newcastle. All candidates must have reached
the standard for total exemption from school attendance.
First class scholarships entitle the holders to free
tuition and to a payment of 3 per annum, to be applied
89
at the discretion of the Governors of the school for the
benefit of the holder; second class scholarships entitle
the holders to free tuition only. The scholarships are
tenable, by boys until they are 16 years of age, and by
girls until they are 17 years of age.
Royal Jubilee Educational Charity for Girls. Exhibitions,
value 10 per year for two years and tenable at any
training college approved by the trustees, are awarded by
the trustees of the charity, and are open to girls who are
bona-fide residents of Newcastle-upon-Tyne, and who
have been, for not less than six years in a Public
Elementary School or Schools, and have reached a
standard of education higher than that which qualifies
them to leave school.
The securing of these exhibitions chiefly depends on
the results of the King's Scholarship Examination, and
on the results of a practical examination in the actual
work of teaching.
An average of four have been awarded annually
during the past five years. Nearly all of these exhibitions
have been secured by pupil teachers in the service of the
Committee and the late School Board, who were out of
their apprenticeship, and about to enter a training college.
North Eastern County School, Barnard Castle. The number
of scholarships open to competition from this school is
only three one for Northumberland, one for Purham,
and one for Yorkshire; and Newcastle has enjoyed the
privilege of holding the scholarship for Northumberland
on many occasions.
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