treated by the report in 1909 of the Consultative Committee of the Board of Education. This report seeks to base an efficient Continuative education.continuative system upon the improvement of elementary education by reducing the size of the classes in the elementary schools upon the lines now laid down by the new staffing regulations of 1909; by increasing the amount of instruction in hand-work with a view to rendering the curriculum less bookish and more efficient as a training for industrial and agricultural life; and by legislation to reform the system of half-time attendance and raise the age of compulsory attendance to thirteen and ultimately fourteen. Upon the foundation of an improved and prolonged elementary education there would be reared a superstructure of continuative schools or classes, attendance at which up to seventeen would be compulsory under bye-laws adoptive locally at the option of the local education authorities. In 1906–1907 about 21 per thousand of the population of England and Wales attended evening schools and classes inspected by the Board of Education, and grant amounting to £361,596 was paid in respect of 440,718 regular attendants.
The most marked progress has undoubtedly been in secondary education, and in no direction has the act of 1902 proved more fruitful. At the end of the 19th century secondary instruction in England was still provided chiefly by endowed grammar-schools, by proprietary schools established by religious bodies or joint-stock companies, Secondary education.and by private enterprise. No public provision was made for secondary education as such; what financial assistance was forthcoming from municipal sources was given indirectly under cover of the grants under the Technical Instruction Acts, while in the administration of central grants for the first years of the working of the Board of Education Act 1899, no absolute differentiation between secondary and technological functions was recognized. The establishment of local authorities with direct duties in respect of secondary education, and the reorganization of the central office with reference to the three branches of education, elementary, secondary and technological, rendered possible for the first time an adequate treatment of the problem of public secondary education as a whole. “The regulations for secondary schools,” says the prefatory memorandum to the regulations of the Board of Education, “grew up round the old provisions of the Directory of the Science and Art Department. Detached science classes were gradually built up into schools of science. Schools of science were subsequently widened into schools of what was known as the ‘Division A’ type, providing a course of instruction in science in connexion with, and as part of, a course of general education. Aid was afterwards extended to schools of the ‘Division B’ type in which science did not form the preponderating element of the instruction given. In 1904 the board recast the regulations so as to bring all schools aided by grants within the general definition of a school offering a general education up to and beyond the age of sixteen through a complete graded course of instruction, the object of which should be to develop all the faculties, and to form the habit of exercising them.”
Two main tendencies distinguish the recent development: on the one hand the tendency to municipalization, or at least to the establishment of public control; on the other hand the tendency (marked especially by the regulations of 1907) to greater elasticity in regard to curricula, and so to the freer encouragement of local initiative and local effort.
In 1907 the government of Sir Henry Campbell-Bannerman placed greatly increased funds at the disposal of the Board of Education for the purpose of secondary education. The regulations under which the increased grant was administered imposed conditions in respect of freedom from denominational restrictions or requirements, representative local control, and accessibility to all classes of the people, which, like the analogous rules with regard to training colleges, roused considerable controversy. With regard to religious instruction, the requirement was made that no catechism or formulary distinctive of any particular religious denomination might be taught in the school except upon the request in writing of the parent or guardian and at the cost of funds other than grants of public money. Power was at the same time reserved to the board to waive the new conditions in the event of the local education authority passing a resolution that the school was in their view required as part of the secondary school provision for their area, and that the conditions, or one or more of them, might be waived with advantage in view of the educational needs of the area. It will be noticed that one effect of the regulations (as of the training college regulations) was to recognize as a kind of established religion those elements of Christianity which are shared in common by the various Protestant churches, according to the system of Lancaster and the Cowper-Temple compromise. Normally schools are required to provide 25% of free places for scholars from public elementary schools, and, with a view to encouraging the transference of children from the public elementary school at an early age, a grant of £2 was made payable on account of ex-public elementary scholars between ten and twelve years of age. The full scale of grants is £2 for ex-public elementary scholars between ten and twelve, and £5 for scholars between twelve and eighteen. To schools previously recognized and failing to comply with the new conditions, grant may be paid on the lower scale of £2 and £2, 10s. respectively.
Secondary school grants are assessed upon average attendance, and efficiency is guaranteed by inspection and not by individual examination. All recognized schools must provide at least the substantial equivalent of the four-years’ course formerly required, and recognition is withheld or withdrawn if an adequate number of the scholars do not remain at least four years in the school, or do not remain up to sixteen; in rural areas, however, and small towns, a school life of three years and a leaving age of fifteen may be accepted. “The board are now in a position, through their inspectorate, to keep a watch and exercise a guidance which were previously impossible over the planning and working of school curricula. Detailed reports following upon full inspections, and the more constant if less obvious influence exercised through informal visits, conferences, reports and suggestions, may now be relied upon to guard against the risks of one-sided education, of ill-balanced schemes of instruction, and of premature or excessive specialization” (Report of Board of Education, 1906–1907, page 68). The curriculum must provide instruction duly graded and duly continuous, in the English language and literature, in geography and history, in mathematics, science and drawing, and in at least one language other than English. Where two languages other than English are taken, Latin must ordinarily be one. Provision must be made for organized games, physical exercises and manual instruction, and in girls’ schools science and mathematics other than arithmetic may be replaced by an approved scheme of practical housewifery for girls over fifteen. The total number of secondary schools recognized for grant (Statistics, 1907–1908) was 736, of which only 220 were directly provided by local authorities. The number of pupils in attendance was 68,104 boys and 56,359 girls, total 124,463. The government grants for 1907–1908 amounted to £320,873 besides grants from local authorities.
Wales.
Notwithstanding the important differences which exist between the social and especially the religious conditions of England and Wales respectively, Wales continued to be treated as one with England for purposes of educational administration down to quite recent years. Towards the end of the 19th century the striking revival of Welsh nationality, in itself largely an educational and a literary movement, led to a spontaneous demand among the Welsh people for the organization of a national system of higher education. In accordance with the recommendations of a special royal commission the Welsh Intermediate Education Act passed in 1889 provided for the creation in every county in Wales (including Monmouthshire) of joint education committees consisting of three nominees of the county council and two nominees of the lord president of the council. To these committees were entrusted the duties of framing (under the Charity Commissioners) schemes for the establishment of intermediate
