Lorem ipsum dolor sit amet, consectetur adipiscing elit.
FORE:
Lorem ipsum dolor sit amet, consectetur adipiscing elit.
FORE: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.
Lorem ipsum dolor sit amet, consectetur adipiscing elit.
FORE:ON BOARD AN EMIGRANT SHIP AT THE TIME OF THE IRISH FAMINE. (See p. 542.)
Lorem ipsum dolor sit amet, consectetur adipiscing elit.
FORE:The success with Cricklade encouraged William Pitt to bring forward a motion for a general reform of Parliament. This he did on the 7th of May, and was seconded by Wilkes's old ally, Alderman Sawbridge. Pitt did not venture to talk of a Bill, but only to propose a Committee to consider the subject. This was granted; but it was soon apparent that nothing would be done. The Ministers were at variance on the subjectsome went one length, and some another; many of them were as determined against all Parliamentary reform as any Tories. Rockingham, the Prime Minister, especially, held much borough influence. He was utterly opposed, in secret, to all such reforms. Pitt himself would hear nothing of repealing the Septennial Act; but he was for sweeping away rotten boroughs and transferring their votes to the counties; he went for equalising the whole representation, for destroying the influence of the Treasury and the hereditary right assumed by the aristocracy, and, by disfranchising the rotten boroughs, for sweeping the House of the creatures of the India House. He was zealously supported by Fox, Sheridan, Sir George Savile; and the Duke of Richmond, in the Lords, warmly commended the movement; but the motion had the fate that might have been expectedit was negatived, though only by twenty votes.[See larger version]
Compose Support Ticket