Part 98 (1/2)

[26] Whitbread proposed a national systeland with two years of free schooling, between the ages of seven and fourteen

[27] See J E G de Montlish Education_, pp 248-85, for Brougham's address to the Commons in 1820 on ”The Education of the Poor”; and pp 285-324 for his address before the House of Lords in 1835, on ”The Education of the People” Both addresses contain an abundance of data as to existing conditions and needs

[28] So called because the House of Lords rejected the first two passed by the Co had agreed to create enough new Lords to pass the bill unless it was enacted by the upper House

[29] This was a develop, and was virtually an apprenticeshi+p for

[30] In 1885 the same liberty was extended to rural laborers This added two land ale

Finally, in 1918, so classes

[31] Nearly two million children had been provided with school accommodations, three fourths of which had been done by those associated with the Church of England In doing this the Church had spent sos, and had raised some 8,500,000 in voluntary subscriptions for maintenance The Governrants, since 1833 In 1870 it was estiisters of the state-aided schools, while 1,500,000 children, between the ages of six and twelve, were unprovided for

[32] Speech before the House of Coy of the National Society exhibited a to their own account, in doing in twelve months what in the normal course of events would have taken twenty years By the end of the year they had lodged clairants, out of a total of 3342 They also set to work, without any governe their schools and so increased denominational accommodation enormously The voluntary contributions in aid of this work have been estimated at over 3,000,000 At the same time the annual subscriptions doubled By 1886, over 3,000,000 places had been added, one-half of which were due to voluntary agencies, and Voluntary Schools were providing rather more than two-thirds of the school places in the country In 1897 the proportion had fallen to three-fifths” (Birchenough, C, _History of Elementary Education_, pp 138, 140)

[34] These were the seven endowed secondary boarding schools--Winchester (1382), Eton (1440), Shrewsbury (1552), Westby (1567), Harrow (1571), and Charterhouse (1611)--and the two endowed day schools,-- Saint Paul's (1510) and Merchant Taylors' (1561)

[35] At least one hundred towns, the Report shoith a population of five thousand or over had no endowed secondary school, and London, with a population then (1867) of over three million, had but twenty-six schools and less than three thousand pupils enrolled All the newcities were in even worse condition than London

[36] The University of London was originally founded in 1836, and reorganized in 1900

[37] The scientist Tho as such, he expressed the views of many when he said: ”I conceive it to be our duty towhich any child may climb”

[38] Royal (Bryce) Commission on Secondary Education, vol I, p 299

London, 1895

[39] Known as the ”Education Act, 1918” (8 and 9 Geo V, ch 39) The Act has been reprinted in full in the _Biennial Survey of Education_, 1916-18, of the United States Commissioner of Education, in the chapter on Education in Great Britain It also has been reprinted as an appendix to Moore, E C, _What the War teaches about Education_, New York, 1919

CHAPTER XXV

[1] ”The Constitution,” as John Quincy Ada necessities of a reluctant people” to escape anarchy and the ultirave doubts as to the permanence of the Union It was not until after the close of the War of 1812 that belief in the stability of the Union and in the capacity of the people to govern themselves became the belief of the many rather than the very few, and plans for education and national develop

[2] After the beginning of the national life a number of States founded and endowed a state systeranted land endowia, in 1783, created a system of county academies for the State New York extended state aid to its acade put them under state inspection as early as 1787 Maryland chartered many academies between 1801 and 1817, and authorized many lotteries to provide them with funds, as did also North Carolina The Rhode Island General assembly chartered many academies, and aided the western States, also provided for county systems of academies

[3] The study of Latin and a little Greek had constituted the curriculurammar school, and its purpose had been almost exclusively to prepare boys for adlish style, Latin was e of the classrooround as well As a concession, reading, writing, and arithht The new acade the study of Latin, and usually Greek, though now taught through the lish, added a nulish grareat importance, as did also oratory and declaraphy, and astrono some literature), natural and ht Girls were adrammar schools had been exclusively for boys For better instruction a ”feanized

[4] Thomas Jefferson's na 200, and he was elected aboard The chief sources of support of the schools, which up to 1844 remained pauper schools, were subscriptions, lotteries, a tax on slaves and dogs, certain license fees, and a small appropriation (1500) each year froanization opened the first schools in Philadelphia for children regardless of religious affiliation, and for thirty-seven years rendered a useful service there

[6] All at once, comparatively, a new system had been introduced which not only improved but tremendously cheapened education In 1822 it cost but 122 per pupil per year to give instruction in New York City, though by 1844 the per-capita cost, due largely to the decreasing size of the classes, had risen to 270, and by 1852 to 583 In Philadelphia, in 1817, the expense was 3, as against 12 in the private and church schools One finds many notices in the newspapers of the time as to the value and low cost of the new syste industry illustrates the rapid growth ofin the United States The 15 cotton mills of 1807 had increased to 801, by 1831; and to 1240, by 1840 The South owed its prosperity chiefly to cotton-growing and shi+pping, and did not develop factories and workshops until aanizations the following is typical: ”At a General Meeting of Mechanics and Workingmen held in New York City, in 1829, it was

”_Resolved_, that next to life and liberty, we consider education the greatest blessing bestowed upon mankind