Two or three decades earlier than the grant of 1833, Parliament fitfully recognized its educational responsibilities. In 1807 Samuel Whitbread, the son-in-law of Earl Grey, tentatively antic.i.p.ated the spirit of Mr W. E.

Forster's reforms, three score and three years afterwards. By his proposal of parochial schools throughout the Kingdom, Whitbread ranks as the earliest education reformer of the nineteenth century. Within a decade, in the year 1816, Brougham took up the question, obtained a committee to enquire into the educational resources of London, and in 1820 himself brought forward an early Education scheme of the nineteenth century. The project perished amid the denominational tempest of religious rivalry which it evoked. Nothing after this was done till the date at which we have already arrived, 1833. Then, in faint forecast of the 7,000,000 now spent by the State on the teaching of its youthful subjects, a grant for that purpose of, 20,000 was for the first time made, distributed as we have seen between the Protestant Churches of the country. After an interval of six years, in 1839, Lord Melbourne's Administration excited much obloquy, and raised the 'No Popery' cry against them, by allowing a share in a grant, now increased to 30,000, to Roman Catholic schools. The House of Lords, in an address to the Queen, condemned this new policy of religious emanc.i.p.ation. The vote was only carried in the Commons by a majority of two (the figures being 275 for, 273 against). Together with certain other changes that endure to this day, it became law. Hitherto, the State grant had been administered by the Treasury. Now for the first time an Education Department was organized under the Lord President of the Council, and four other members of the body. The Vice-President was appointed in 1856. During Lord Palmerston's long term of office, in 1857, the Education grant rose to 451,000. It became more expressly understood that henceforth the specific duties of Education Minister were vested in the Vice-President.[34] With the steady increase of the annual grant, its province of usefulness was extended also. Subject always to the principle of State inspection, where State aid was received, the grant was no longer limited to a.s.sist the erection of new schools. Even before 1857 it had been allotted in due proportion to help schools already in existence.

Portions of it were also received by training colleges for teachers. The quality of the instruction supplied in the schools had not improved in proportion to the liberality shown by the State. In 1859-60, the grant was more than a million. A Commission reported most unfavourably as to the efficiency of the schools. Hence in 1862, the then Vice-President of the Council, Robert Lowe, afterwards Lord Sherbrooke, enforced the Education reforms which he had already drafted, and initiated the policy of payment by results; in other words, the regulation of the amount of the grant in schools by the success of the scholars in the yearly examination. The teachers grumbled, but the taxpayers were relieved. The rate of increase in the grant ceased automatically. In 1870 the Education Vote amounted to one and a quarter millions instead of, as, but for Mr Lowe's drastic, if indirect, retrenchment, it would have done, to something like thrice that sum.

No fundamental change took place till the Education Act of 1870, always a.s.sociated as that will be with the name of W. E. Forster. Dealt with as to its provisions, its working and its results, in elaborate detail in the author's preceding work, _England_, the Measure now rather more than a quarter of a century old will here be summarized sufficiently by reminding the reader that this legislation empowered the election of School Boards throughout the Kingdom, but maintained the system of voluntary subscriptions, and only compelled the inst.i.tution of School Boards where voluntary effort had failed, and in the Time Table Conscience Clause provided a security for individual liberty. Mr Mundella's Act of 1880 made education absolutely compulsory throughout England and Wales, whereas before then the power of compulsion was left to the local authorities. In all State-aided schools, religion was to be taught either at the beginning or end of school hours, so that, without disturbance to the general curriculum individual children could be withdrawn from the sacred lesson at their parents' will, without incurring any disability on that account.

These provisions met with the usual fate of legislative compromises. They deeply offended many sections. They entirely pleased none. The battle between religious and irreligious training, between what have been called the National and the Denominational systems was not decided in 1870. It has been fought over again more than once since then. It remains unsettled to this day.

During the whole of that decade, the Education Acts were supplemented with detailed legislation of a consolidating or modifying kind. No organic change took place till in 1891, the Government of Lord Salisbury adopted the first of the three Fs, long since propounded by Mr Chamberlain, and by abolishing the School pence which scarcely repaid the trouble of their collection, made elementary education as free to all children in the land, as by the law of 1870 it had practically become compulsory. The proposal to free the schools was not universally popular with the party to whose lot it fell to execute that policy. So, notwithstanding its exclusive traditions, that party had, under Mr Disraeli a quarter of a century earlier by its Household Suffrage Bill, recognized and established the English democracy. The plea on which those who had begun by resisting free schools finally accepted them was the expediency of accepting the inevitable first, and secondly the practical wisdom of obtaining credit for Conservatism by doing well and wisely that which at some future time the opposite party would have ingratiated themselves with the ma.s.ses by doing badly. The results of free education were speedily visible in the increase of the children educated throughout the land. The increase of children in schools during the five years preceding the Free Education Act of 1891 had been 269,903. During the quinquennial period after the Act the increase was 421,860, or, in round numbers, just double. The first rung in the educational ladder for the benefit of all cla.s.ses of the Kingdom had been fixed firmly by the Act of 1870. It was not, nor was ever, regarded by its authors as a complete Measure. It provided no regular system of higher grade schools intermediary between the most elementary teaching, and the more liberal culture of the grammar schools. The only supplement that it received from the Government under which it had become law was the Endowed Schools Act of 1874 for re-arranging the funds and remodelling the curricula in secondary endowed schools throughout the country. Private effort and local enterprise usefully came in where Mr Foster's Education Act had stopped short. In various parts of England, and especially in the great northern counties of Lancashire, Durham and York, School Boards, fortunate enough to possess controlling spirits of exceptional enlightenment, exercised their legal power to establish schools of a higher kind specially for the teaching of science or art, and generally for the tincture of the youthful mind with a more generous training. Such schools received additional grants from the Science and Art Department at South Kensington.

In this way the 1870 Act at once partially enabled the child of the poorest parents to mount through the elementary schools, to the secondary schools of the Kingdom and thence to those seats of learning at which the picked youth of the country enjoy the choicest opportunities of mental culture, or are qualified for the highest posts in after life to which English ambition can aspire. The problem now to be solved, which is in actual process of solution and of which a few years more may probably dispose, is the completion of the national ladder of learning by a more thorough organization of the agencies for advanced knowledge throughout the country, and for the pa.s.sage of the pupil from schools of the lowest, to schools of the higher grade. Just as, during recent years of the present reign, successive Reform Bills have increasingly nationalized the legislative Chambers at Westminster; so the tendency and the result of the transformations undergone by the great public schools and by the Universities, that they feed, is to draw more closely together the bonds uniting these inst.i.tutions with the nation as a whole, to widen their curriculum, to infuse a popular element into their governing bodies, and to make them not merely the instructors, but the representatives of the intellectual interest of the land. By remodelling the governing bodies of Eton, Winchester and Harrow, the Public Schools Act of 1868 appreciably quickened and deepened the sense of public responsibility inherent in these corporations. Nearly thirty years' experience of the Endowed Schools Act justifies the statement that the work accomplished for the grammar schools of the country is a.n.a.logous to the results which the earlier legislation has yielded in the case of the more famous seats of youthful study.[35] A wholesome spirit of compet.i.tion now animates the governors of these old if often still obscure endowments,[36] and daily causes fresh usefulness to be extracted from money resources, long suffered to remain idle. Later legislation, whose general aspects have already received attention in these pages, has conspired to deepen the sense of obligation, and to stimulate to efforts, most salutary for the taught, alike the governors of and the teachers in the schools.

Shortly after the Local Government Act of 1888 was pa.s.sed, important functions, educational and financial, were given to the new County Councils. The grammar schools were quick to perceive a new opportunity. In 1889, thirteen representatives of the Councils, in some cases at the instance of their older colleagues, received seats on the governing bodies of the Secondary Schools. The corporations thus reformed have already begun vigorously to deal with an abuse inveterate in their smaller schools. Where the value of the endowment, from charges on the property of which it consists or from a fall in the value of land, has fluctuated the governors have been in the habit of farming out the school to the headmaster. They have, that is, a.s.signed to him the income of the trust, and such fees as he can charge. In return, the pedagogue takes upon himself the charges of working the school, and of the teaching of a fixed number of free boys. The tendency of this arrangement is, of course, to repeat in the present day the experiences of Do-the-boys Hall under Mr Squeers in _Nicholas Nickleby_. The headmaster has upon him the burden not only of his educational work, but of the solvency of his daily business. His own stipend is too small to admit of his paying competent a.s.sistants. He becomes a pensioner on the caprice of well-to-do parents, and the instrument of their not generally very enterprising will, or of their too enlightened pleasure. The only chance for the small secondary schools thus circ.u.mstanced is their rescue by some of the more public-spirited and opulent of the governors. But this relief is forthcoming so rarely that the Commissioners generally recommend the closing of all schools existing under these conditions and the application of their endowments to purposes less obviously foredoomed to failure.

Other instances of the waste of existing resources for secondary education are even more frequent and not less serious. Grammar schools of competent calibre are often geographically crowded so close together as to obstruct and paralyse their mutual efforts. Thus in South Devon there is at Chudleigh a grammar school of considerable repute. Within a radius of sixteen miles, _e.g._ at Ashburton, Totnes, and Bovey Tracey, there are similar schools capable of good work, but lacking a population of parents and children to fill their empty benches. A like experience has often occurred in the case of establishments which, not being endowed grammar schools have not come under the notice of the Commissioners. Bath, for instance, has long possessed more educational opportunities than most other cities in the West of England. The oldest of her proprietary colleges, that in the district known as 'Grosvenor,' to some extent became merged in the less ancient Sydney College. That in due time produced a successful offshoot, the Somerset College. These two latter inst.i.tutions during some time were healthily stimulated by mutual compet.i.tion. At last the rivalry became profitable only to the prestige and numbers of the secondary schools that, managed on the same principles, had come into existence first at Cheltenham, then afterwards on the Clifton downs, near Bristol. In 1885,[37] the Somerset and Sydney Colleges were amalgamated under a single headmastership by the t.i.tle of the Bath College. This to-day is doing an excellent work. But it is the North and East of England where by the needless reduplication or ill-advised contiguity of schools of the same grade the most flagrant breaches are committed against the first laws of educational economy. Thus, in the West Riding, the grammar school of Ossett has a fair endowment but practically no scholars. Again, Walsingham in Norfolk, with less than 1,000 inhabitants, possesses a substantially endowed school, the boys attending which had decreased from 32 in 1884 to 11 in 1894. Not far off at Ipswich, Norwich, and Bury St Edmunds, are establishments of historic fame, and of present competence.

As an alternative to the continued waste of such opportunities, and to promote the local completion of the educational ladder indicated in the beginning of this chapter, the Commissioners suggest that the Walsingham school should be transferred bodily to Fakenham, a prosperous and not distant town, or that the Walsingham funds should be converted into scholarships and exhibitions to be held at other places of education within the County. There are other small grammar schools which, while just paying their way, have evidently no considerable career before them. Here the spirit of commercial impatience is apt to suggest the conversion of these places of teaching into elementary schools of the better sort. But the places now spoken of often have honourable traditions, and resemble families that, through no fault of their members, have, by misfortune, come down in the world. Local patriotism dwells fondly on the creditable past of such inst.i.tutions, and would be wounded by their irrecoverable degradation. Surely, therefore, these schools might have the chance of retrieving their position. That, in effect, is what the Commissioners say.

a.s.sign to the decayed grammar schools their exact place in a reorganized system of secondary education. On condition of their adapting themselves to the place thus appointed to them, a.s.sist them out of the public funds to regain full effectiveness, and, together with that, to renew their past prosperity.

Within the last few years an ill.u.s.trious proof has been given that a great school is not necessarily so sensitive a plant as to depend for its life-blood and vigour on the essential qualities of the soil wherein its founders first fixed its roots. 'The Grey Friars' of Thackeray's novels, the Charter House school, which, in R. C. Jebb, now Professor of Greek in, as well as M.P. for, Cambridge University, has produced probably the first scholar of the latter half of this century, has been removed recently to the great advantage of the physical health and literary industry of its scholars from its ancient home in London city to the rural neighbourhood of G.o.dalming town. A precedent for the same policy in less famous instances, exists. At Hewsworth, in the West Riding, Archbishop Holgate's grammar school has been closed from lack of pupils. Its endowment was merged in that of the grammar school at Barnsley, a town of some 36,000 inhabitants, midway between Sheffield and Wakefield. Within half a dozen years, the Barnsley school, thus reinforced, had achieved prosperity, and had adopted the chief recommendations for effective teaching made by the Commissioners. One thing is at least clear. If liberal education, the process, that is, of the development of the whole intellectual nature, without immediate reference to the supply of material needs, is not to become a mere tradition; if, in other words, literary culture be worth preserving as an instrument for training the mind, the cry for merging the grammar schools in agencies of specialist and technical teaching must not be adopted without consideration. The highest experts in this matter agree that the scientific and technical instruction, which is visibly a paying investment, runs in these days no risk of neglect, but that there does exist a danger of the first aims and the true methods of intellectual training being ignored. Even thus, fairly equipped as England is with the machinery for secondary teaching of the scientific sort; still better furnished as she might be with a more economical administration of existing resources, fresh provision must be made on a liberal scale before the national appliances are complete. The Commissioners have estimated in those counties to which they have paid special attention the number of boys or girls educated at secondary schools at 21,878 or 25 per 1,000 of the population. As might be expected, the local inequalities revealed by this a.n.a.lysis are very great. Thus, in Bedford, because of the great Harpur endowments of that small county, the proportion per 1,000 is 135.

In Lancashire the population has altogether out-grown the secondary endowments available: the proportion per 1,000 is only 11. In Yorkshire it is only 21. In Warwickshire, notwithstanding the splendid foundations of Edward VI. at Birmingham, and the wealthy and famous schools of Warwick and Coventry the proportion remains as low as 52.

While these aspects of latter day education are being considered, the honourable connection of the new Local Government bodies with schools must not be ignored. Liverpool, like South Lancashire generally, is not ill supplied with agencies for secondary or technical instruction. The means of the capital and of the county would both be inadequate but for the very liberal contributions made by the County and City Councils to the schools owned by religious and secular proprietors for boys and girls. The companies thus spoken of are enabled by the Councils to carry on more than one particular school at a loss, even though the deficiency be not made good by the profit on other schools of the group. In view of the fact stated above that a great educational pioneer of this century, Joseph Lancaster, was a Quaker, it is interesting to know that the most recent Education Commission selects for special compliment the Ackworth Friends School, open to members of the Society from all parts of the world, in the West Riding of Yorkshire. The more searchingly the enquiry is made, the more distinctly there emerges the fact that private venture schools created by voluntary effort, conducted by individual enterprise, render the most effective service to secondary education. These inst.i.tutions open their doors for public examination. They cannot, therefore, be unworthy of State help. Their headmasters and their chief a.s.sistants generally are University graduates, and were often trained at one of the older public schools. A fresh rung in the ladder of educational ascent will have been made when these schools, 30 per cent. of whose teachers are University graduates, receive official registration as well as whatever material a.s.sistance State recognition can confer. State organization of national teaching primary or secondary by means of official examination and by grants of money proportioned to the proficiency established by these ordeals, is, as we have seen, and as it must always be remembered, not more than half a century old, and in a national sense, scarcely therefore pa.s.sed beyond its infancy. The progress indicated in the preceding remarks justifies the expectation that before very long the edifice will be crowned with a completeness worthy of the strength with which the foundations have been laid, and more than one storey of the fabric has been already reared.

Other agencies now fairly at work in this enterprise remain to be mentioned. Before the Universities had sent their resident representatives to the East End of London, and to the slums of other great cities, they had actively identified themselves with the encouragement and the testing of secondary teaching throughout the land. The Oxford and Cambridge middle cla.s.s examinations began to be held during the early sixties in the chief towns of provincial England. Very soon afterwards, there were organized successively the Higher Schools Examination Board, conducted by the two Universities, and the University Extension Lectures which presently will be examined here with some detail.

But by this time the fresh appliances for elementary and secondary education, both directly or indirectly growing out of the legislation of 1870, had changed the physical, not less than the intellectual, aspect of the whole country. In the city as in the suburbs, in the provinces not less than in the metropolis, the whole landscape was thickly dotted with new piles of buildings, in all cases constructed with marked regard to convenience and health, substantial always, in some cases really handsome.

These were the new Board Schools, some for the most elementary instruction of the rising generation, some for higher grade teaching, or for imparting to older children the rudiments of scientific and technical knowledge. In the former case the buildings were surrounded with gravel playgrounds, furnished with swings, parallel bars, and other gymnastic appliances, all used under the direction of an expert teacher, who alternately with the drill sergeant came on duty during play hours. The structures annexed to the actual cla.s.s-rooms of more advanced pupils were furnished within as laboratories and work rooms. Here the pupils were apprenticed to the initial duties of the chemist, the gasfitter, the electrician, or of any other vocation they were destined in after life to follow. One result of this new start in the State schools was the stimulus of a compet.i.tion that produced a perceptible increase of efficiency in the private schools not necessarily identified with any religious denominations. These private schools still exist; and by the greater elasticity of their system, and special opportunity of encouraging individual originality in the learners they are the salutary and indispensable adjuncts of the State inst.i.tutions. The generally superannuated and often inefficient dominie, alternating between slumber over the text book from which he was supposed to teach, and unprovoked aggressions with his cane upon the knuckles or any other available part of the persons of his nearest pupils, is now replaced by a master in the prime of life and energy, who, if not a graduate in a University, has the certificate from one of the many examining bodies which attest his fitness for the place. Almost imperceptibly to-day, the elementary school matures into the secondary school. Nor is the development always indicated by a change of name, for higher grade elementary schools, to employ their official t.i.tle, in which, after all his Standards have been pa.s.sed, the Board School boy, between 15 and 17 years old is placed, are in effect not less of secondary schools in their way than Cheltenham or Westminster. Controlled indeed by the School Boards, they prepare their pupils for matriculation at the London or other Universities, or for entrance upon professional life. Thus, in 1894, exclusive of the capital, the English School Boards controlled no fewer than sixty establishments of this higher type. Of that number thirty-nine were organized science schools. The fabric of the buildings had been provided out of the rates. The cost of the superior teaching was defrayed by private munificence, or by the State grants conferred by the Science and Art Department which, in South Kensington began as, and still is, a portion of the Department in Whitehall. The number of boys and girls, according to the latest statistics, educated in these superior Board Schools is 4,606 boys, 2,023 girls. Outside London, the great majority of the inst.i.tutions now spoken of are in the Northern, the Midland and the Eastern counties. Advantage to all concerned might be expected to accrue could these higher Board Schools be managed, if not in active concert, yet with the practical approval, and pecuniary encouragement, of the County Councils. When, therefore, by the withdrawn Bill of 1896, it was proposed to invest County Councils with educational powers, but not, save in rural districts, to displace School Boards, the new duties contemplated for those Councils were not those for which they entirely lacked preparation.

In addition to all this, the great City Guilds, notably the Drapers, Grocers, and Goldsmiths provide for secondary teaching not only in London, but wherever their property lies, a machinery of proved effectiveness. The more recent Intermediate Education Act fills in Wales the interval between the schoolroom and the workroom; its precedent is sure to be followed elsewhere. The means, therefore, of technical training accessible to the very humblest cla.s.ses of the community, cannot be described as inadequate.

While the tendency thus is for places of secondary teaching to become training grounds for special, technical, or professional instruction, it is satisfactory that Oxford and Cambridge should hold before the eyes of the country the standard of the more general culture which is identical with real education, and should bring to the very doors of the humblest homes throughout the country the effective and inexpensive agencies for securing this teaching.

CHAPTER XII

THE LADDER OF EDUCATION

Mr Lowe's advice thirty years ago now fairly fulfilled. Individual influence co-operating with the State reforms the true secret of recent educational advance. Animating effect felt throughout the country of Benjamin Jowett's educational example at Oxford. The practical and concrete test of the helpfulness of the educational ladder to the entire community applied in detail. Instances of Board School boys, and of sons of day labourers who have risen to distinction with the help of the new educational agencies. Experiences of the Clerk of the London School Board and others. Missing rungs still to be supplied to the ladder by reorganization or slight enlargement of existing resources. Need of reorganizing the teaching profession by new local and central councils. Dangers besetting the present movement ill.u.s.trated.

The theory, and, in outline, the practice, of the educational reforms reserved for the most recent years of the present reign have now been explained with as much fulness as the scheme of this work permits. It remains concretely, if of necessity briefly, to answer the question: What actually has been done? No Blue Books, or other educational statistics are necessary to convince one of the reality and magnitude of the enterprise already accomplished. 'Let us educate our masters,' was the advice of Mr Lowe when, in the House of Commons, he bewailed so brilliantly and bitterly the era of the new democracy begun by the legislation of 1867-8.

The advice has been followed. A new generation has sprung up, which is demonstrably better educated and more humanized than any of its predecessors. The diminution of pauperism and crime; the gradual disappearance from London and from other great towns of the uncontrollably rough element among the street observers of public holidays; the growing compet.i.tion among the industrial cla.s.ses of museums or picture galleries with drinking bars on Sundays and on popular feasts; these are the more superficial signs of the progress already made and still going forward.

Intelligent foreigners,[38] the very men who are said to antic.i.p.ate the judgments of posterity, declare that within the last twenty years the physiognomical type of the London street loungers and loafers has visibly improved; that the look of the vulture which was habitual on faces pinched by hunger, and puffy or pallid with debauchery, is no longer the dominating expression of feature; that the rapacious arabs of the pavement who were formerly ready to devour the new comer outside Charing Cross or Victoria railway stations, where they have not disappeared, have become orderly, intelligent, and not altogether the reverse of polite. It requires perhaps an Englishman to appreciate at their true worth, the more delicate gradations of this improvement as it is ill.u.s.trated elsewhere. Go into the pit or gallery of a London theatre, on the Surrey side or in Hoxton. In look, in manner, and in the kind of conversation between the acts, the play-goers have changed. If there were ever any danger of an orange or ginger-beer bottle descending from the gallery to the pit, the peril is now obsolete. Should the situation be Sh.o.r.editch or the City Road, the strains of the orchestra intermittently may be accompanied by voices joining in the chorus with original variations. But the melodies, however irregular, only express an honest holiday enthusiasm. Schools elementary, whether of the first or second grade, secondary, technical or scientific, explain much of this new improvement in the facial characteristics and at all public places in the general deportment of the humblest of Her Majesty's subjects. But they do not account for the entire change. Something like twenty years ago, when a work named _England_ was in preparation its author by personal inspection of the localities mentioned, ascertained that the latest reports on the truck system as in some parts of Staffordshire it continued to exist, and of the agricultural gangs in more northern counties, faithfully depicted the social condition of great ma.s.ses of the mining and rural population. The same local examination to-day presents a cheering contrast to the writer's earlier and depressing experiences. In every town and village of the United Kingdom it is now easier than was ever known before for the very poorest to live in a cleanly, a G.o.dly, sometimes even in a comfortable fashion.

All the necessaries, most of the superfluities, of existence are to-day unprecedentedly cheap. Wages have risen all round, till a pound a week has become the normal pay of unskilled adult labour in the town, and about twelve shillings in the country. Some conspicuous evils in our industrial system have indeed yet to be removed. The fines and deductions[39] to which, often without just cause, the earnings of factory hands are subjected, have been denounced with just severity, though in moderate language, on platforms and in print, by Sir Charles Dilke. On this side of the Millennium finality in social legislation will prove, it is to be feared, not less difficult than in political matters Lord John Russell found, to his disappointment, was the case. The advance of civilization itself creates new social conditions which call in their turn for periodical legislation. Till the resources of all cla.s.ses are equalized, there must be some who cannot protect themselves, on whose behalf the legislature must interpose.

That is only to say that England is not Paradise. Meanwhile, socially as well as educationally, the progress made is so great that two decades since the most sanguine prophets would have p.r.o.nounced it to be impossible. The Staffordshire miner, the roughest perhaps of his cla.s.s, would no longer be represented, even by _Punch_, as proposing to 'heave half a brick' at a new comer for the offence of having a strange face. As for setting the bull-pup at the parson's little boy, the suggestion is less likely to come, if at all, from the collier than from the mischievous undergraduate, the son of the collier's employer who is home for his College vacation, and indulges a pretty canine fancy. The eighth Duke of Devonshire is not a social leveller. But on a public occasion he had the frankness to define the difference between the Sunday crowds in Hyde Park round the Reformers' Tree, and the week day crowds in the Ladies' Mile as being that the former were not nearly as well dressed as the latter. That implied compliment to the manners of a metropolitan mob at once showed the discernment of him from whose lips it fell, and emphasizes the truth of the views expressed in the present context. Even the carnival of Lord Mayor's Day has felt the touch of those humanities that are said in the Latin grammar example to soften manners and not permit them to be brutal.

The London crowd which, as Mr Disraeli knew, was the most emotional in the world, is to-day the best conducted, and incomparably the least drunken.

As for its occasional rowdiness: what are these little outbursts in comparison with the horseplay of the prosperous gentlemen in glossy, silk hats, with high white collars, and deep wristbands, who, having placed a new rose in their b.u.t.ton hole, drive high-stepping cobs to their suburban railway station every morning and who, if a stranger strays into their Stock Exchange deal with that unfortunate person as an Epsom mob treats a welsher. Continuation schools, lectures, universally accessible for adults who wish to carry on their education beyond the limit of their school days, the discipline of collective sight-seeing in museums and galleries; the habits formed at free libraries; these are the agencies that share with the teaching which the State provides the distinction of rearing a new generation, not merely veneered by a superficial decorum, but wholesomely controlled by a public opinion of its own quite as real as that which dominates Belgravia or Pall Mall.

Before considering the provisions necessary to complete the educational ladder, it will be well from specific instances to see what the facilities already established have done towards promoting the ascent from the Board School to the University. The following instances now published for the first time, are supplied by the courtesy of the Clerk of the London School Board. In 1879 a boy whose first learning was gained at a primary London Board School, obtained on entering a secondary school the Carpenters'

Foundation Scholarship, together with the Conquest gold medal. Shortly afterwards he became captain of the City of London School. Proceeding thence to Cambridge, he won a Foundation Scholarship at Trinity; eventually was placed in the first cla.s.s of the Cla.s.sical Tripos, became next a Fellow of Trinity; and subsequently held a high position in the Board of Trade. Another lad of equally humble birth in 1880 got a mathematical scholarship at Queen's College, Cambridge, was among the Senior Optimes in the Tripos and in 1886 was appointed a mathematical master at one of the great public schools. In 1881, another Board School boy, having received the Greek and Latin certificate from the Universities Examining Board won a cla.s.sical scholarship at St John's, Oxford, and afterwards a First Cla.s.s in Cla.s.sical Moderations. A little later he was placed fourth in the First Cla.s.s of Civil Service candidates. He has since developed into a useful official of the Local Government Board. Another boy of like antecedents won a scholarship at St John's College, Cambridge; subsequently came out first cla.s.s in one division, second cla.s.s in another division, of the Theological Tripos; carried off the Jeremie Septuagint prize, open to the whole University, and afterwards became a successful parish clergyman. Other distinctions won by candidates of the same category are a scholarship at the City of London School; in 1883 a first place in the compet.i.tion for vacancies in the India Office; in another case, and with the other s.e.x, in 1885, the fifth place in the London Matriculation test, the Gilchrist and Reid scholarships, and later First Cla.s.s Academic Honours for English. This instance is the more memorable because it is the earliest distinction of the sort won by a Board School girl. Since then the same young woman has become an a.s.sistant teacher at the Ladies' College in Jersey. This example has often been repeated since. Three or four of the prize winners at Girton College during the later eighties were London Board School girls. The well-known senior curate of St Saviour's, Everton, Liverpool, a High Honours Cambridge graduate, had been a Board School boy. His colleague had been enabled by a Fishmongers' scholarship to enter at Sidney Suss.e.x College at Cambridge. In the summer of 1880, F. J. Wild was the first London Board School boy who went to Balliol. Nine years afterwards, this lad entered the Indian Civil Service, and became a.s.sistant Magistrate and Deputy Collector in the North-West Provinces. 'Bachelor of Science, Bedford College, first division, 1891;' 'Recommended by Wesleyan Conference for training in their theological inst.i.tutes and for the Home ministry;'

'Teacher at Diocesan Training College;' these are comparatively common entries in the catalogue of Board School honours for this decade. In or since 1893, there have been some half dozen cases of Board School boys taking College and University Honours at Oxford as well as good places in the Indian Civil Service compet.i.tion. The experience of the London Board Schools is not unlike that of similar inst.i.tutions in the provinces. A decennial calendar after the Oxford precedent of distinctions academic or professional won by Board School pupils is a volume which it would really be worth while to prepare, and materials for which are acc.u.mulating on all sides. Pending the completion of the ladder for ascent in the normal way from the Board School to the University, private encouragement supplies many of the missing rungs. Thus, the vicar of a Herefordshire village noticed the quickness of his gardener's son; helped him to enter the Hereford County School. From this the lad got a scholarship to Malvern College. Afterwards, one of the first Board School boys who won that honour, he carried off the entrance blue ribbon of a Balliol scholarship.

In due course the gardener's boy took a first cla.s.s in Cla.s.sical Moderations, and a first cla.s.s also in Cla.s.sical Greats.

Typical instances have now been cited sufficient in number and variety to show that, as seems to be the general opinion of the last Education Commission, notwithstanding incompletenesses and imperfections here and there, enough has already been done to enable every clever boy in whatever station he is born by his own industry and volition to secure the same opportunities of cultivating his gifts as the n.o.bleman's son who wins the Newcastle medal at Eton. The personal effort and initiative of the late Master of Balliol, Benjamin Jowett, did more perhaps than has been done by any other individual to promote this work. Under him the College of Wycliffe not only maintained the prestige which it had acquired in the days of Dr Jenkyns, and which was greatly increased by the successor of Jenkyns, Robert Scott, but became at once the patron and the pattern of minor places of education throughout the country. Provided they showed ability and industry, the day labourer's and the artizan's son were welcomed from the provincial grammar school as warmly at Balliol as the Sixth Form boy from Harrow or Eton. The connection between secondary schools of all grades in the provinces and the University on the Isis had already been promoted by the agency of local examinations; it was rendered more intimate by the Socratic interest which Jowett took in the intellectual welfare of the rawest lad from the country if only he showed the slightest sign of mental promise. Jowett's stimulating sense of citizenship was felt during his life in the remotest corners of the country. Its animating influences have survived his death; they still operate as an inspiring force wherever the domains of munic.i.p.al and educational life converge. This good man and patriotic citizen did not live to witness the active a.s.sumption of educational responsibilities by the County and Borough Councils from which, not vainly, he hoped great things. An educational system in thorough touch with Oxford and Cambridge on the one hand and on the other hand with primary village schools; this was the ideal that Jowett, Lake and Stanley advocated to the earlier School Enquiry Commissions. Jowett lived long enough to see in the case of several great provincial grammar schools, notably that of Bradford, his ambition fulfilled.

In many, if not in most districts, the new provincial Councils have now added as many rungs to the educational ladder as could fairly be expected.

The wants which still await fulfilment are definite. They ought not to prove very difficult to supply. Local endowments supplemented by a moderate amount of State help, will, if wisely directed, provide the larger facilities still needed for the promotion of higher grade elementary school pupils to grammar schools. In order that there may be no further waste either of the money or of the machinery for national education, a drastic scheme of reorganization seems to be a cardinal necessity. Secondary education is a phrase too mechanically interpreted as a synonym for technical or scientific education. If the Statutes be interpreted literally, the County Councils are empowered only to levy a rate for a higher school grant when the teaching which that grant defrays is to enable a boy or girl to learn the elements of some remunerative handicraft, and is thus expressly sanctioned by the Technical Education Act of 1890. If the Councils have gone beyond this, and pecuniarily ministered to the needs of a more generous culture, they have acted, so to speak, at their own peril, or that action has been rendered possible by the private liberality of their more opulent members. In addition to this need of a new definition of the ambiguous epithet and substantive employed so often in the foregoing text, a new educational authority which can officially survey every department of the entire field of teaching has become indispensable. Centralized at Whitehall this authority will to some extent inevitably be. Its operation, however, must be highly elastic. The conditions of its control must be adaptable to the infinitely varying conditions, social, geographical, material, sentimental, of the United Kingdom. The most recent enquiries show that there is much less dissipation of educational energy by the mutual overlapping of schools than might be expected. The single instance of this sort to which attention has been directed by the last Commission is that of Bolton, where there exists an unprofitable compet.i.tion between the grammar school and the Church Inst.i.tute Boys' School. Elsewhere, however, as at Leeds and other great towns of the North, Mechanics' Inst.i.tute Schools, Higher Grade Board Schools, trench respectively on each other's province, though each of them, by slightly varying its curriculum, does good work and is in great local demand. The explanation of the latter fact is the universality of the appet.i.te for higher teaching created in the large centres of the English population. The most frequent, and with proper care the most easily remediable form of overlapping occurs when the higher divisions of a lower grade school retain pupils already ripe for a higher grade school.

What are the exact limits to be placed respectively to the provinces of elementary schools of both grades? and what to the grammar schools on the one hand, or the University schools on the other with which the rudimentary inst.i.tutions ought closely and cordially to co-operate? these are problems with which, in the fifty-ninth year of Her Majesty's reign, there does not exist any single authority competent to deal. The confusion between the jurisdiction of the educational bodies now in being is comparable with that which existed in the relations of the various administrative authorities and areas in the case of local government before these functions were comparatively simplified by the legislation of 1874 and of 1888. The Education Department in London has no concern with secondary schools save so far as some of these are inextricably intermingled in their operations with the finance or the teaching of primary schools. The Charity Commission wherein the Endowed Schools Commission is now merged, can only take cognizance of the agencies for higher teaching for a special purpose and from a single point of view.

This loose and very partially effective machinery of control has since 1890 received a new element of complexity from the educational power vested with such happy results as it has been in the County Councils. The educational branch of the Privy Council office in London has long attracted to it young men of industry and talents from the Universities as well as of considerable administrative ability developed at a later date by official experience.

Meanwhile the profession of the teacher becomes more highly organized each year. The value of its material interests is constantly increasing. It still remains without any direct representation in the official world comparable with that which is secured to the civil and military services by the Council of the Secretary of State for India. The headmasters'

annual conference has during the last few years supplied a useful medium for the interchange of opinions and experiences between the recognized chiefs of their vocation. The College of Preceptors has its occasional meetings. Certificated a.s.sistant teachers have formed themselves into a loosely coherent body of their own. None of these can, except in an indirect way, place their practical experience at the disposal of the central authority whose consent is necessary for any organic change in the teaching subjects of schools that receive a public endowment. In the case of schools whose speciality is a sound commercial education, proofs of late have multiplied that the object of this training may often be more faithfully accomplished, to say nothing of the intellectual gain to the learner if the boy who is going to stand behind a counter, and may sometimes be called upon to write a business letter for his employer, is instructed in something beyond the arts of summing and penmanship. Many boys of the humblest birth show a remarkable apt.i.tude for applied logic and political economy when the elements of physical science fail entirely to attract their minds. The educational council which might be auxiliary to the Vice-President of the Council will perhaps number amongst its members men who, from their own practical knowledge, can give sound advice in cases where the teacher ought to be entrusted with the power of adapting the education, not merely in a general way to the vocation that is hereafter to engage the learner, but to the idiosyncrasies of the pupil as well. The stipends of a.s.sistants in secondary schools are often unwisely and wastefully low. Men and women who work so hard as these persons do are ent.i.tled to the a.s.surance that their emoluments will be regulated by the consideration that comes of knowledge as well as the severer equities of commerce.

The first thing, therefore, as all who on this matter speak from experience agree, is to establish local councils for educational purposes which by the prevention of confusion and overlapping between schools of different grades, will directly promote the economy of educational force not less than of expenditure. As for the central authority which the interests alike of teachers, of taught, of children and parents, of the State, and of its subjects demand, substantial unanimity as to the composition of that body exists among those who are most qualified to give an opinion. Generally it is suggested that the new Council might be shaped after the model of the Indian Council. To come to particulars, there would be, in the first instance, a certain number of Crown nominees; secondly, the Universities, perhaps the great public schools or other public educational bodies, would be asked to select representatives of their own.

Another element in the new central authority would be experienced members of the teaching professions. These might be chosen partly by the headmasters in conference, but to some extent by the a.s.sistant teachers employed in every variety of public schools from the highest to the lowest. It would seem on the whole advisable to select the teachers'

members by the direct vote of the cla.s.s immediately concerned. The machinery for doing so would not be difficult. Voting papers, as in the case of London University in the choice of appointments to the Senate, or of professional representatives on the Medical Council, would be employed.

In this way, every registered teacher would have a voice in regulating the details and rewards of his profession to the great increase, as cannot be doubted, of its _esprit de corps_. In the case of elections to the local authority for preventing waste and confusion between local schools an a.n.a.logous method might be employed. The registered teachers, that is, would in each neighbourhood choose their proportion of the members of the local educational body.

Signs are sometimes visible of a reaction from the enthusiasm for educational progress that has engaged the national energies during the last half century. There is a danger, one is told, of educating boys or girls beyond their capacities, and above their station. The increased compet.i.tion for the positions of governess and clerk, means misery and ruin to many of the candidates who would be more suitably, comfortably, and far more remuneratively employed in domestic service, or in manual labour according to their s.e.x. The virtues of humility and respect for superiors are said to be crushed out in the scramble for knowledge that may enable its possessors to better themselves. Servant maids, one is told, no longer confine their demands to permission to wear a fringe, but stipulate for a pianoforte in the bas.e.m.e.nt, or a bicycle with which to take their airing on their Sundays out. That upon the humbler levels of the community the progress from ignorance to education should be accompanied by real or apparent disturbances of the personal relations between cla.s.ses was to have been expected. Seasons of transition such as the present always generate a certain amount of personal friction or of social displacement. Those just being emanc.i.p.ated from the illiteracy or semi-barbarism which have been the traditions of centuries have not yet overcome the agitating strangeness of their new and improved condition.

Those above them in the social scale have not yet been able to decide whether to conciliate their educated inferiors as possible friends, or to stand on their guard against them as actual enemies. As the situation becomes more familiar, it will prove less strained. Common sense as a supplement to their zeal, seems the chief want of the educational reformers, official or private, of the day. The tendency is to postpone the development of intelligence to the acquisition of knowledge. The masters whom we are now educating are not in the habit of using their minds for the mere pleasure of intellectual exertion. Hence they often give an impression of being far less intelligent than they really are. The correct use of common words in the mother tongue ought orally, not out of any lesson book, to be taught all boys and girls. The difficulty experienced by the persons now spoken of in clearly answering a simple question is often insurmountable. The tendency is, not to digest the query as a whole, but to catch some word used in it and then to make a remark suggested by the a.s.sociation of the sound of the syllables, and so practically to evade the question put. The cheap diffusion of newspapers and magazines confirms rather than corrects these failures to concentrate the mind in the casual talk of everyday life. It is not beneath the dignity of the State educator to deal with the defect.[40]

CHAPTER XIII

THE GREAT PUBLIC SCHOOLS AS MIRRORS OF THE AGE

Social importance of Eton, Harrow, and other great schools, as representing the social evolution of the epoch. The conventional mistake that the new wealth has been injurious to the social tone or scholarly studies of public schools. In the case of Eton the historic details and educational statistics prove the falseness of the statement. Progress of the school shown by success in the new as well as old examinations during the incriminated period of the last forty years. New social elements have increased the value but not the expense of Eton. The fourteenth Earl of Derby as a typical Eton product.

The whole region of public elementary and secondary education, whose improvement is so conspicuous an incident in the recent domestic or social annals of the time, has now been indicated at sufficient length and minutely enough to convey an accurate notion of the facts. One may, therefore, pa.s.s to those educational levels which stand a little higher, and up to which recent reforms of popular education are, as has been seen, gradually a.s.sisting the progress of Board School children. The sociological feature of the present reign has already been described in these pages as a process less of revolution, than of evolution; of the natural incorporation of new elements into an old fabric, of the harmonious a.s.similation on the part of a polity that is the growth of centuries, of the ideas and types that are the products of to-day. These processes can nowhere be witnessed more crucially in operation than at those little worlds, the great public schools such as Eton and Harrow, which, as they have ever been, are the faithful microcosms of the great worlds that lie beyond them. Many of the accounts of Eton which periodically find their way into print seem inspirations from Baron Munchausen. The school that during centuries has been the special training ground for the country gentlemen of England, which was once to such an extent the nursery of future lords spiritual and temporal as to enable Dr Keate to include among his t.i.tles to respect the fact of his having flogged in their youth the whole Bench of Bishops,[41] is conventionally represented as corrupted at its heart by the predominating influence of the sons of the 'new rich' on its cla.s.sic soil. The parent who wishes his son to be at the school where his sire, and his sires before him, had been, is disgusted by reading romantic accounts of the bank balances in Windsor town kept for their boys by the plutocrats, Saxon or Semitic, of the City. It may, therefore, be said authoritatively that thus far research has failed to bring to light a single instance of the new rich Etonian who possesses during his school days a banking account of his own.

Now, not less than formerly, the lad who returns to his tutor's or his dame's with a 5 note in his pocket is looked upon by his comrades as in luck.

Forty years ago, when a Public School Commission was making its enquiry, the cry of the commercial Croesus swamping the country squire was first raised. The most practical proof of its hollowness is that the expenses of Eton, if still prohibitive to many parents, have not increased of recent years. What has rather happened is that the school outlay has been remodelled. The charges are to-day inclusive. If comparatively fresh items figure in the school accounts, the incidental outlay on casual subscriptions and a long catalogue of extras is now superseded. The real cost of Eton and of other schools like it is what the individual boy chooses, or what his friends allow. The expensive habits of the Etonian are more a domestic, than a scholastic, growth. No advocate of the _nouveau riche_ theory has ever a.s.serted that the scale of living in the clubs of Pall Mall has become insufferably profuse since gentlemen enriched by commerce, p.r.o.ne, like Mr Mantalini, to despise details of petty cash, have been made free of these establishments. There is not, nor has there ever been, the slightest danger of the Etonian or Harrovian of the old aristocratic order being corrupted by plutocratic schoolfellows.

The son of Sir Gorgius Midas in real life proves to be a quiet, sensible lad, with a just and shrewd sense of the value of money, and perhaps less likely to waste his father's substance in the 'sock shops' under the shadow of Windsor Castle than his form comrade, the son of the squire whom Sir Gorgius could buy up half a dozen times over. At other places than the great public schools of England, a studious boy may find himself more in the way of ama.s.sing knowledge. Nowhere will he learn so many lessons useful for the daily conduct of life, which books do not impart. Nowhere will he have such opportunities for the acquisition, the development and the display of practical common sense. So far back as the later fifties of this century, an Eton master, the late Mr Durnford, the respected father of him who still represents the same family on the Eton staff, alluding to the decline in the manufacture of Longs and Shorts in pious Henry's shades, could say: 'Latin verses are with us things of the past.' There is, however, no reason, as the list of Eton honours at Oxford or Cambridge will show, for imputing to Eton any decline in the essentials of cla.s.sical scholarship. Since the new wealth is supposed to have contaminated the standard of plain living and high thinking among the old gentry, in 1851, the famous son of a famous father, a name venerable in the Law Courts and on the Thames, J. W. Chitty, an old Etonian, won at Oxford a first cla.s.s Vinerian Scholarship, followed by a Fellowship at Exeter. About the same time R. G. W. Herbert the late Permanent Head of the Colonial Office carried off, as a scholar of Balliol, the Hertford and the Ireland, and a Fellowship at All Souls. The late Lord Carnarvon was not so infected by the plutocratic idleness of Eton as to miss when at Christ Church the highest honours of the Cla.s.sical Schools.

Three years later when according to the conventional view the 'rich vulgarians,' as the Mrs Major Pompley of _My Novel_ calls them, must have entirely crowded out the sons of squires as well as the humanities themselves, another country gentleman's son, the late Edward Herbert who died at Marathon in 1870, had as his brother scholar at Balliol, also from Eton, another son of a Western squire, Edmond Warre, to-day Headmaster of his old school. In the same year the son of a 'squarson' to employ Sidney Smith's useful term, also an Etonian, Henry Barter of Merton, the evil a.s.sociations of plutocracy notwithstanding, won the highest mathematical together with second cla.s.s cla.s.sical honours at Oxford, and was only just beaten by the present Bishop of Hereford, for the University Scholarship in mathematics. This list of instances belongs to the era (the fifties) when the corruptions of the new wealth were most rampant at Eton, seems to refute the mechanical charge; that list may be closed with the name of a country gentleman's son, since then Chancellor of the Exchequer, Michael Hicks-Beach, who, Eton and Christ Church notwithstanding, took a first cla.s.s in the Modern History schools in 1858. About the same time the member of a Liverpool mercantile family, the son of a great statesman, W.

H. Gladstone, had not at Eton so unlearned all he had been taught elsewhere as to be prevented from winning a studentship at Christ Church.

His contemporary at Eton, A. C. Swinburne, the poet, won at Oxford the Taylor scholarship for modern languages about the same time. The catalogue might be extended indefinitely. The representative names likely to convey the fullest idea to the general reader have now been mentioned. A further selection of patronymics would confuse rather than instruct or interest.

It will be enough to say that in or since the sixties down to 1896, of the highest honours in the Schools or in the Colleges at Oxford 400 were obtained by the sons of country gentlemen who, notwithstanding the new wealth had like their fathers before them been sent to Eton and who were not apparently quite demoralized by that ordeal. At Cambridge the total of Academic distinctions won by Etonians of the same grade as at Oxford, is as might have been expected higher, and amounts in round numbers to 550. A competent judge in these matters, speaking with no personal prejudice in favour of the school of Henry VI.[42] or of its Cambridge sister King's College, but with much experience of cla.s.sical examinations, J. Y.

Sargent, told the present writer not long ago, that Eton was the one school in England whose boys could write tolerable Greek prose.

Any social change that may have come over the place since the introduction of the new wealth into the country would seem to be very different in fact from that described by fiction. The presence of a large number of boys whose parents derive their income from no hereditary acres and whose domestic a.s.sociations are therefore different from those of the country gentleman's son has indeed produced an effect, but one which is the very opposite of its current misrepresentation. Before the Victorian era opened, well-to-do commercial fathers were, as readers of _Coningsby_ will remember, in the habit of sending their sons to the seat of education most in vogue with the t.i.tled and unt.i.tled patricians of the realm. Such influence as these have had has proved notoriously healthful to the whole school community. The newcomers have with scarcely an exception been trained from childhood to an adequate appreciation of the value of money and are the last boys in the world to be permitted to squander it for mere show. Before their advent to the place, Eton might have been charged with narrowness or partiality in the composition of its life; congenial enough as the training ground of peers, opulent commoners, diplomatists, and other destined dignitaries of State or Church, but less salutary for lads who had their own way to make in the world, and who while doing so, must expect to come into collision with the men of the City, the office, and the shop. The genius of every great English school is essentially democratic. Boys are valued by their fellows not for what they have, but for what in themselves they are; not for the antiquity of their family descent, nor for the depth of their father's purse. The boy who dazzled his mates with the glitter of sovereigns fresh from the Mint would be suppressed as promptly by the public opinion of the place as the toady or the parasite. To-day no English lad is so little likely idly to waste his parents' cash as the young Etonian.

There is no school which so far as social discipline is concerned better enables its boys to dispense with the University and yet lose so little by not going there, or which turns out its boys such ready-made little men of the world as the foundation of Henry VI. That this is to-day the special attribute of Eton, possessed by it in common perhaps with Harrow, is due to the circ.u.mstance of its having become representative of the entire life, commercial, not less than squirearchical or patrician, urban not less than rural, of the whole country. The truth is that the _nouveau riche_, as he is represented by the popular imagination, is the product of romance, or the creation of the stage. The antagonism between the socially emanc.i.p.ated of yesterday and the descendants of houses which had become considerable before const.i.tutional government in England was known is imaginary and in direct contradiction of the experiences of daily life.

The son of the new man of one generation as to his tastes, his prejudices, his politics, his pursuits, the performance of his duties, the choice of his pleasures, becomes, in the next, socially indistinguishable from the scion of the oldest n.o.bility. On all points he has unconsciously, as is the way with the imitative race of boys, modelled himself after the pattern of those country gentlemen, divines, civilians, soldiers, and sailors, who are for the most part the reverse of plutocratic, and whose sons have been brought up at home under conditions which would make them physically intolerant of the bad taste that may be defined as a missing of the due proportion of relative things. The Lancashire trader's son who at school finds himself next in form to the boy of ancient family is quick to imbibe the social traditions and intuitions with which the atmosphere is charged. He has been sent to school to make acquaintances perhaps as well as to learn; but certainly not to dazzle his schoo