founded local schools—grammar schools, as they were generally entitled—which have developed beyond their original founders' intention, and have eventually come to attract boys from all parts of the kingdom. The best boys from all of them went to the universities, and the course of study which was most successful at the university was naturally the course of study which was preferred at the school. The literæ humaniores, which were the sum total of university education, included only Greek and Latin language and literature, mathematics, and logic. Science—I have now in my mind the education of but a single generation back—was ignored. The teaching of modern languages was perfunctory in the extreme; the same may be said of history and geography, while even English language and literature were almost entirely neglected. Now an education modeled on these lines was not ill suited for professional men—men who went from the university into law, the Church, or medicine. But it was by no means suited, especially when cut short in its early stages, for boys whose future destination was the counting-house or the shop. We are not met to consider the training of scholars, but the sort of education best adapted to the requirements of the ordinary man of business, and given under the limitations inevitable in the conditions of the case—that is to say, in a very limited period and during the early years of life—intended also not only to train the mind but to provide a means of earning a living. Commercial education must in fact be a compromise between real education and business training. The more it inclines to the former the better. With the growth of modern industry and commerce the necessity for a training better suited for the requirements of modern life became more and more evident, and the place was supplied, or partially supplied, by private-adventure schools, which undertook to provide the essentials of a commercial education. Of late years also some important middle-class schools have been founded by institutions like the Boys' Public Day Schools Company, and the Girls' Public Day Schools Company, the teaching in which is of a modern if not of a commercial character. The growth also of science had its natural and obvious effects on educational methods. Scientific teaching was introduced at the universities—it had been practically ignored at Oxford, and recognized at Cambridge only as a department of mathematics. The more important of our public schools introduced what was known as a "modern side," that is to say, an alternative course which a boy might take, and in which science, modern languages, and mathematics took the place, to a greater or less extent, of the classical languages. Other schools modified their whole curriculum in a like direction; others again almost abandoned the ancient knowledge in favor of the modern. Such, in briefest and baldest summary, is the condition at which our system of secondary education has now arrived. In the meantime, elementary education in England had been organized and systematized. At the beginning of the century elementary education was imparted to the children of the peasants and agricultural laborers in village schools, most of which were sadly inefficient. In the towns there were various charitable institutions for educating the children of those who were unable to provide education for themselves, and there were also what were known as ragged and parochial schools, which were more or less of the same character as the elementary schools of to-day. Early in the century several important societies were established—they were mostly of a religious character—for the improvement of elementary education. By their assistance schools were founded throughout the country. These were maintained by voluntary effort, and so gained their name of voluntary schools, though they received aid from the Government, an annual grant being allotted for the purpose. In 1839 a committee of the Privy Council was created to regulate the administration of Government grants for education, and this committee still remains the governing body of our education department. The Elementary Education Act of 1870, with later acts of 1876 and 1880, laid down the principle that sufficient elementary education should be provided for all children of school age, and established a system of school boards, which boards were to be and were formed in all districts where such sufficient provision for education did not exist. By a later act of 1891
