Part 97 (2/2)
[4] It was not until 1779 that an Act (19 Geo III, c 44) granted full freedom to Dissenters to teach In 1791 a suppleranted similar liberty to Roman Catholics
[5] It was this second Society that did notable work in the Anglican Colonies of America, and particularly in and about New York City (p 369)
See Kemp, W W, _Support of Schools in Colonial New York by the SPG_ (New York, 1913)
[6] Begun, in 1704, in London, these were continued yearly there until 1877 They were also preached for more than a century in many other places To these ser their uniforms, and a collection for the support of the schools was taken Of the first of these occasions in London, Strype; in his edition of Stow, says: ”It was a wondrous surprising, as well as a pleasing sight, that happened June the 8th, 1704, when all the boys and girls maintained at these schools, in their habits, walked two and tith their Masters and Mistresses, soh London; withbefore the at Saint Andrews', Holburn, Church, where a seasonable sermon was preached upon Genesis xviii, 19, _I know him that he will co placed in the galleries”
[7] ”The religious revival under Wesley owed, perhaps,in these new and huress of Education in England_, p 54)
[8] He gathered together the children (90 at first) employed in the pin factories of Gloucester, and paid four wo these poor children ”in reading and the Church Catechis a day of rest and the mills and factories closed, the children ran the streets and spent the day in land farmers were forced to take special precautions on Sundays to protect their places and crops from the depredations of juvenile offenders
[10] ”In a very special way they met the sentiment of the times They were cheap--many were conducted by purely voluntary teachers--they did not teach toowith the work of the week” (Birchenough, C, _History of Eleland and Wales_, p 40)
[11] In a Manchester Sunday School, in 1834, there were 2700 scholars and 120 unsalaried teachers, all but two or three of ere for others, free of charge, in return for the advantages once given them
[12] ”The amount of instruction rarely, if ever, exceeds the first four rules of arith The class of children instructed is presu in the e nunation, but not a few better-to-do persons are found ready to take advantage for their children of the free instruction thus held out to them, and even at tie C T, _The Schools for the People_, p 385)
[13] The Reverend George Crabbe (1754-1832) ”The schools of the Borough”
[14] French Revolutionary thought ”represented an attack on over- interference, vested interests, superstition, and tyranny of every fornore history, and to judge everything by its immediate reasonableness It pictured a society free from all laws and coercion, freed from all clerical influence and ruled by benevolence, a society in which all hts and were able to attain the fullest self-realization In its strictly educational aspects, it demanded the withdrawal of education fro up of a state systeh, C, _History of Eleland and Wales_, p 20)
[15] The ideas of Malthus were especially offensive to his brother clergyarded hi idea of the tied,” and it was the custoht to be contented in their poverty, and the rich and the aristocratic considered themselves divinely appointed to rule over the, and stated ic and political truths
[16] Foster, John, _An Essay on the Evils of Popular Ignorance_, p 259
[17] Bell, Reverend Dr Andrew, _An Experiesting a System by which a School or a Family may teach itself under the Superintendence of the Master or Parent_
London, 1797
[18] Lancaster, Joseph, _Improvements in Education as it Respects the Industrial Classes of the Community_ London, 1803; New York, 1807
[19] Both Bell and Lancaster worked with great energy to organize schools after their respective plans, and quarreled with equal energy as to who originated the idea While both probably did, the idea nevertheless is older than either In 1790 Chevalier Paulet organized a lish schoolmaster, John Brinsley (1587-1665), in his _Ludus Literarius, or the Grammar Schooles_ (1612), laid down the e
[20] This Society adopted, as a fundaion should beto the excellent liturgy and catechism adopted by our Church for that purpose”
[21] ”When Lancaster had his fae III, that ht be, by the statement that one master 'could teach five hundred children at the sa; 'Good,' echoed a number of wealthy subscribers to Lancaster's projects” (Binns, H B, _A Century of Education_, p 299)
[22] In 1807 Mr Whitbread, an ardent supporter of schools, said, in an address before the House of Co that this is a period particularly favorable for the institution of a national system of education, because within a few years there has been discovered a plan for the instruction of youth which is now brought to a state of great perfection, happily co must be infallibly attained with expedition and cheapness, and holding out the fairest prospect of utility to e hall in Borough Road which later becae, and opened it as a mutual- instruction school, he announced: ”All that will may send their children, and have them educated freely, and those who do not wish to have education for nothing, ha his ”Bill for the Better Education of the Poor in England and Wales,” gave statistics as to the progress of education at that ti educated were:
430,000 in endowed and privatelyeducated at ho educated in daued that one in fifteen of the population of England and one in twenty in Wales were attending some form of school, but with only one in twenty-four in London The usual period of school attendance for the poorer classes was only one and a half to two years
[25] Known as the Health and Morals of Apprentices Act It liht work; required day instruction to be provided in reading, writing, and arithmetic; required church attendance once a istration and inspection of factories The Act was very laxly enforced, and its chief value lay in the precedent of state interference which it established