THREE:The earliest statistics by which the progress of popular education may be measured are contained in the Parliamentary returns of 1813, when there were in England and Wales nearly 20,000 day schools, with about 675,000 scholars, giving the proportion of 1 in 17 of the population. There were also 5,463 Sunday schools, with 477,000 scholars, or 1 in 24 of the population. Lord Kerry's Parliamentary returns for 1833 showed the number of day schools and scholars to be nearly doubled, and the proportion to be 1 in 11 of the population. The Sunday schools, during the same period, were trebled in number, and also in the aggregate of children attending; while their proportion to the population was 1 in 9the population having in the interval increased 24 per cent., the day scholars 89 per cent., and the Sunday scholars 225 per cent. Up to this time (1833) the work of education was conducted by private liberality, incited mainly by religious zeal, and acting through the agencies of the two great societies, the British and the National. In that year Government came to their aid, and a meagre grant of 20,000 a year continued to be made till 1839, when it was increased to 30,000. This was shared between the two societies,[426] representing two educational parties. The principle of the British and Foreign School Society, chiefly supported by Dissenters, was, that the Bible should be read without note or comment in the schools, and that there should be no catechism admitted, or special religious instruction of any kind. The schools of the National Society, on the other hand, were strictly Church schools, in which the Church Catechism must be taught. The total number of schools in 1841 was 46,000, of which 30,000 were private. These statistics indicate an immense amount of private energy and enterprise, the more gratifying from the fact that the greater portion of the progress was due to the working classes themselves. Great improvements had been effected in the art of teaching. Both the British and the National Societies from the beginning devoted much attention to the training of efficient teachers. In 1828 the former sent out 87 trained teachers; in 1838 as many as 183. The National Society commenced a training institution in 1811, and after forty years' progress it had five training colleges, sending out 270 teachers every year.
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THREE:The terms which Junot required were that the French should not be considered as prisoners of war, but should be conveyed to France by sea, with all their baggage; that nothing should be detained. These would, in fact, have allowed[561] them to carry off all the plunder of churches and houses, and to this Sir Arthur objected. He said that some means must be found to make the French disgorge the church plate. But the Convention was signed, subject to the consent of the British admiral, Sir Charles Cotton, a condition of importance, seeing that Junot had stipulated that the Russian fleet in the Tagus, commanded by Admiral Siniavin, should not be molested or stopped when it wished to go away. Admiral Cotton objected to these terms, and it was agreed that the Russian fleet should be made over to Britain till six months after the conclusion of a general peace. Commissioners were appointed to examine the French spoil, who recovered the property of the Museum and Royal Library, and some of the church plate; but the French were allowed to carry off far too much of their booty. The definitive treaty was signed at Cintra on the 30th of August, much to the disgust of Sir Arthur Wellesley, who, however, signed it as a matter of form. He then wrote to Lord Castlereagh, to say that he desired to quit the army; that matters were not prospering, and that he had been too successful to allow him to serve in it in any subordinate situation. Indeed, he saw that, left to himself, he could carry victory with the British standard, but that it was impossible to do any good under incompetent men.
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