The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1879-02-27

EDUCATION IN ENGLAND.

Probably, some system OF education
existed in Britain, On at least the south
ern portion of it, before Julius Cesar
visited its shore.
1t is well known that Alfred the
Great did much for the spread Of
learning and for The English UNIVERSE
ties, ana many OF the grammar schools
were founded III the middle ages. Car
llisle school was founded in the time of
William H.; Derby, about the year
Il1GO; Salisbury, i'll 1919; and Wlnches-
ter, the oldest OF the so-called nine
Public Schools, in 1887.
These schools were generally con-
Injected with the cathedrals or monas-
teries. Their object was mainly to
train either for the priesthood or for
some lower order of service in the
church, ana the subjects taught were
generally grammar and music.
After the Reformation, several addi-
tional schools were form d. The range
Of instruction was considerably widen
ed. and most of them were made free :;
but they helped to educate only a very
small portion Of the commun ty; and,
while the universities and few
schools rose to emjnence, the most OF
the schools were neglected.
The endoWments of the schools were
badly abused; many regarding the en-
dowment as private property. Private
schools sprung up all over the King
dom, most OF them being money
speculation. Dickens describes one OF
those under the name OF Dctheboys
Hall; but schools just as bad existed
all over the country, and some exist to
this day.
At the Reformation, no provision
was made for educating the masses,
and nothing was really done for them
until the end of the last and the begin
ming of the present century. A very
common idea prevailed that it WAS bet
ter for the common people to be ignor-
ant. They would be more contented;
knowledge would only make them
restless. This feeling has continued
down to the present day, though it is
not often that utterance is given to 1t.
The first vigorous effort made to ed
ucate the masses was due to the zeal
of Robert Rsikes, who, in 1880, estab-
lished Sunday schools.
Religious feeling has characterized
English education in an eminent de-
gree. In other countries the subject
OF education has become matter OF
interest to all, and the governments
have deemed interference necessary.
In England, however, the effort to Ell
ucate has mainly originated with the
Churches, and the government has,
even to this day, obtained only sub
ordinate position in the management
Of schools.
Joseph Lancaster made an earnest
effort to educate this people i'll the ear
ly part of this century. Lancaster Was
a Quaker, and confined the religious
instruction to the simple reading OF
the Bible. Some saw in this an attack
Oh the Established Church. DR.. Bell,
a clergyman OF the Established church,
claimed to have originated the mOni-
torial system practiced by Lancaster,
and q furious dispute arose on the
question.
Out of this antagonism arose two
societies. The National Society, to
form schools in which the principles
of the church of England should be
taught, and over which the church
should have control. The British and
Foreign Society which followed Ian
casters plan of teaching religion from
the Bible and the Bible only. Much
good was done by those societies, but
the religious difficulty interviewed to
prevent any legislation, and the num-
Der of illiterate and neglected children
was enormous.
Lord Brougham next grappled with
the question in 1916 and 1920. He
wished to establish "a national system,
with the universities at one end, and
at the other, the parochial schools
which should furnish an elementary
education fit for the htimblest people.
Parliament would do nothing for him.
1t was not until 1888. that parliament
was induced to do anything for educa-
ton when grant of 920,' 90 was vOt-
ed for distribution betWee the Nation
al, and British and Foreign Societies,
to aid in the erection of school build
ucatlng the working classes have been
constantly increasing, but nothing
like a national system was adopted UNI
til 1870. The law Of 1870 was amend
ed in 1873, and this again, supplement-
ed by the law of 1875. This law pro-
yides tnat school boards may make at
tendance at school compulsory.
1t also provides Tor dag industrial
schools in which elementary education,
combined with industrial training may
be carried on, the pupils being sup
piled with one or more meals each day.
Appropriations are annually made
by parliament, ~ahdatheemoaeyr distrib-
uted by the Department Of Education.
The object of the grant is not to make
full provision for the support of the
schools, but to aid local exertion to
maintain ca elementary schools, and
(2) training colleges for teachers.
No religious oDservances or attend
ance at Church or Sunday school is
necessary to entitle pupil to admis-
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