■ LP 632 m U5 "1L /ANCE SHEETS UNITED STATES BUREAU OF EDUCATION /i CHAPTER FROM THE REPORT OF THE COMMISSIONER OF EDUCATION For I90t; Chapter I education in Great Britain and Ireland, 1904-1906 WASHINGTON GOVERNMENT l'KINTINO OFFICE 1907 *J CHAPTER I. EDUCATION TN GREAT BRITAIN AND IRELAND, 1904-1906." Groat Britain and Ireland, constitutional monarchy; area, England and Wales, 58,180 square miles; population, 33,957,648 (estimated 1904). Scotland, 20,820 square miles; population, 4,652,063 (esti- mated 1904). Ireland, 32,583 square miles; population, 4,399,395 (estimated 1004). TOPICAL OUTLINE. Comparative independence of educational institutions in Great Britain.— Relations of the Government to educational institutions in Great Britain.— Statistical summary of schools and universities, Tables 1-5. England and Wales, record of the year: The education bill of 1900; efforts to improve the living i tions of the poorer class's; the " Provision of meals ad : " the higher elementary schools. Detailed view of element ary education. England and Wales: Relation of the hoard of education to elementary schools; local administration of schools: statistical summary of the several classes of elementary schools, Tables 1 and II; additional particulars relative to ordinary public elementary schools; expenditures^ 1905-0. Universities of Great Britain and Ireland: Students in specified years from 1897 to 1904; university notes, Oxford: Cambridge; Aberdeen: Dublin; the university colleges aided by Parliamentary grant. RELATIONS OF THE GOVERNMENT TO EDUCATIONAL INSTITUTIONS IN GREAT BRITAIN". The conditions under which education is fostered in Great Britain are in many respects similar to those characteristic of the United States. In neither country are the different departments of education welded into a system as they are in France and in other continental countries. The independence and variety of institutions is even more marked in Great Britain than in our own country and extends to all grades of education above the elementary. In each division of the Kingdom the elementary schools have been organized in a system under the supervision, and with the fostering aid. pf the Government. In England the system is administered by the board of education which came into existence April 1, 1900, replacing both the education department and the department of science and arts. The education department for Scotland (committee of council on education; administers the treasury grant for elementary schools, which are under the immediate management of local school boards. In Ireland the elementary or national schools are under the superintendence of the "Commissioners of national education in Ireland." These commissioners issue general regulations for (ho schools and administer the annual grant for elementary education, which is paid over to the local school managers, A comprehensive view of the schools and higher institutions aided by the Govern- ment in the different divisions of Great Britain is afforded by a "return" dated April 4, 1906, prepared in response to a call by the House of Commons during the last session. This is the first endeavor on the pari of the Government to embody in one presentation the whole educational work which it fosters, and is a significant si,L r n of the growing sense of the interrelations of all grades and kinds of . ducat ion. The statistical tallies comprised in the return referred to are given below. They are accompanied in the original document by copious notes explaining the conditions pi culiar to each division of the Kingdom that prevent statistics classed together from a For complete index of articles on education in Great Britain and Ireland in reports of this scries, see Report of Commissioner for 190-1. vol. 1. chap, xii, pp. 799-832. ED 1000— VOL 1 1 1 EDUCATION REPORT, 1906. being exactly homogeneous. These considerations have special significance in respect to the purposes for which the return was ordered; but since they relate often to minute details of administration which are of little general interest, only such of the notes are repeated in connection with the tables as serve to explain special features of that part of education to which the particular table may relate. Further than this, it will suffice to quote here the following statement as to the relation of the statistics given in the prefatory note of the return. "The figures as to the numbers of educational institutions and numbers of pupils in them relate to periods often different from each other and in every case different from the period taken for the financial returns, viz, the financial year. The methods of making grants and of calculating them differ in England and Wales, Scotland, and Ireland, respectively, and it is only after a careful comparative study of the various bodies of regulations that any sure basis for a com- parison of the figures in this return can be obtained." Efforts have recently been made to bring the secondary schools in the different divisions of the Kingdom under the general supervision of the Government and to supplement their resources by public funds. Wales has a special administrative b< >d y for this work — the intermediate education board — similar to the corresponding board previously established in Ireland. In Scotland secondary schools were recognized as part of the public system of education provided for by the law of 1872; and in England, which has been more backward in this respect than other divisions of the Kingdom, the province of the board of education has been extended to include secondary schools. In like manner provision for technical education has been made both by means of treasury grants and local taxes. Hence the statistics comprised in the return and here reproduced are classified under four heads corresponding to the four recognized departments or grades of education. STATISTICAL SUMMARY OP SCHOOLS AND UNIVERSITIES. Table 1. — Summarized statistics of primary education in the United Kingdom for the year 1904-5. Total number of public elemen- Total Total number Number of principal teach- ers. Number of assistant cer- tificated teach- ers. Number of assistant uncer- tificated teach- ers. tary schools re- ceiving grants from Im- perial ex- chequer. number of pupils on rolls. of pupils in average attend- ance. Men. Women. Men. Women. Men. Women. England and Wales Scotland Ireland 20, 656 3,244 8,574 6,065,660 804, 162 724, 694 5,266,690 696, 381 478,900 13,949 2,404 4,635 18, 101 1,422 3,939 14, 870 2,287 1,165 33,543 7,491 2,858 5,554 205 36,581 2,513 Number of supplemen- tary teachers. Number of pupil teach- ers. Average num- ber of pupils in average at- tendance per principal teacher. Average salary of principal teacher. Average salary for assistant certifi- cated teachers. Men. Wom- en. Men. Wom- en. Men. Wom- en. Men. Women. Men. Women. England and 19,020 5,366 676 850 25, 265 3,515 2.633 181.8 215 53.4 151 126 58.7 £. s. d. 160 15 9 179 6 102 19 6 £. s. d. 109 13 6 90 6 82 11 9 £. s. d. 114 17 10 122 3 2 73 2 4 £. s. d. 83 12 6 Scotland 3 54 730 75 2 10 58 1 1 Total grants from Imperial exchequer: England and Wales, £11,065,496 12s. 4d.« ($53,778,310); Scot- land, £1,451,020 ($7,051,957); Ireland, £1,364,887 ($6,633,350). a The current exchange value of a pound, viz, $4.S6, is here used. EDUCATION IN GEEAT BRITAIN AND IRELAND. Table 2. — Secondary education. England and Wales Scotland In [and Total number of schools re- ceiving State grants. G79 51 310 Total number of registered pupils. 95,299 10,300 14,879 Number of pupils per 1,000 in propor- tion to popula- tion. 2.8 3.5 3.6 Total grants from Imperial ex- chequer. "£223,059 12s. Cd. ($1,08 £16,442 ($79, 608) 6£20,9fi0 7s. 2d. ($101,865) Exclusive of £22,G21 for intermediate education in Wales. 6 Exclusive of funds at the disposal of the commissioners of intermediate education These t'nuls are: (a) The interest of £1,000,000 derived from the Irish Church temporalities ,6) The readue of the Irish share oi the local taxation (customs and excise) duttMS^sSto^claunio! XX^s%l&^^riXf7e a ^^ 0mtt0£&m ^^^ (c) Interest^ ,,|V!ifK l ' r V,l l ! lg P on ' m]wr 31, 1905, the income of the board was, from source (a) £27 500 from source Snagm? ' S ° UrCe ( ° £3,095 9S - Ud - includi "S £ ™ &■ Hd. as interest advances to Table 3. — Technical education. NOTES ON TUE FIGURES GIVEN FOR ENGLAND AND WALES. in cm?,f Ch ° 0ls a Y J cUsSC f ^Ju 11 undor thc hcad of " Technical education" include the variousclasses and en o ' M .%T'\ r nd 'f rt % ^ss' s ' "tt"^ 2P* ^ /° r "I 6 ^ SCh00lS ' techn.eal institf/ttons! and scnoois oi art ana art Classes. 1 hey, therefore, include certa n classes held under Division T of the evening school regulations, many of which are not of a strictlv technical nature but are rather of the ! !*? ' V f ,, "'»' n 3 continuation work in general education. No figures are giVen in the tabfe of tho number of agricultural colleges receiving State aid through the board of agriculture oroT thenurnber of e (stered students in those colleges or of the amount of the grants received frmtlie 1 oar a-ricu^- aUto IS umversit.es and colleges received grants fo? agriculture during ?19oV 5 ? amonnUng in thfitfr^^lffnZ S ti^ r nn tl}eS f S l r . e i ed ^. l the following paragraphs are used to connect the notes with tne items m the table below against which similar figures are placed « The nnmhnr °n f SSSS a ? d ^l 86 ? ia J he nu «n*>er recognized for the session 1904-5. du^thevea^lndfn^lt^iS^ 118 ^ 116 ""P* 0n the Fosters •* saving attended at any time n*™S?i i • J ending July 31, 1905. not the number in respect of whom grants were Daid The number of pupils in respect of whom granl s were paid during 1904 5 was 935 4307 number 1 he figures in the table do not include the cost of maintaining the roval colleges of science and of art £rhn™ ?r t ? na f and A . Ibert Muse " m or the Geological Museum, all of which are suppor ,; b v the Imperii exchequer by funds borne upon the vote of the board of education. The amounts are as follows? Royal College of Science £ s - d - Royal College of Art JJ.OK " ,? Museums, etc 11,<49 9 11 Geological Museum ..".".' ™>%>j " B 2 o,o3a o 5 NOTES ON THE FIGURES GIVEN FOR SCOTLAND. to T £16J58 gUr ° S d ° " 0t inClU<3 ° the ox P enditure in TCS P ect °f the Royal Scottish Museum, which amounts wUh^hellVmAZYhftauJiZf?'! 1 ™™ P™ c i di W M?: following paragraphs are used to connect the notes uttn, tne item* in the table below against which similar figures arc placed. Sa&c^tur^ccUe^esT 611 inthotable ' 7Marecontinuat,oncl ^8es and 10 central institutions, Including J-»L This I s lh " ,, .";"'"', r , in respect of whom grants were paid. The department has no record of the ^ ^;!m'j;::;:. tni y ,n:!,,: "" rs ' lmt th,s ri nonsi,l " r:,My ^ r " ;i, " r ' ii:ia ,h " ""' ; ' ;i ' r ' :; -i"^ scholarships." 1 i,ll,ni,,,,s Grants amounting to £6,810 4s. 9d. to agricultural colleges and £975 10s. tor loo l NOTES ON THE FIGURES GIVEN FOR 'IRELAND. This table does not include statistics in respect of agricultural education. a?4tZZr£* T7, r Y", Varentheses preceding the following paragraphs ore used to connect the notes with the items m the table bdow against which simitar figures areplaced to lull u "vh '-" m, V" ,s ,'i sri ''"''',' : !'"' "IftHS" conducted during the academic year, August 1, 1904 ^■m '.,',', i ° llenC€ <""> Arl Directory tor 1901), which Quau^edtor dnrfnin f * ^ T^ ""'" conducted by, or aided by, local technical instruction c< ,utt ll •\rt Ml r'ri h l ,V" l, . , ».' 1 "»».'-.v:.r. hut excludes the Royal College of Bclence, the Metropoutan 8 ■ ' o ,f ^ifw^L"/ l t r;l,!un - l S* 001 '" Domestic Economy, and 61? short courses of instruction '(usually of nlv * ,.;n r; '„ 1 ';n r T h ; r V V 'i ,V, '; , "' inr, ''' i ' lmiu - ""' d •Tart,n.■n.^a.^,demic■ve.,r.A..;,si : iffito v^hfJ'n '■ rural districts by Instro pd by local technical instruction corninlttees % Th^nHudes' a ' 1 ; - : ' r V'' ' ' e»Hequer grants under the directory ion* n l . ' ' . - • "" 1 '"'" In attendance during the academic year, lugust i 1904 toJulv-?i BSrAKS n ?sSh ;''; i ;v o( t i ns, ;-""' i " M «*»*«*«' ^ «"■■ provisions ,; f kSS .i!;,!,:'; : schemes 7 ml n i ,i„ ,')', 1 i 1 "'-';: 1 " 1 ^'","'"' '"" .'"' , ' ' than ,h ' ,S1 ' conducted under tocal scnemes and (,,0 students attending "Industries" classes directly aided by tho department, but does 4 EDUCATION REPORT, 1906. not include the students of the Royal College of Science, who during the academic year, August 1, 1904, to July 31, 1905, numbered 124 (of whom 40 were agricultural students), or of the Metropolitan School of Art, who numbered 479 during the same academic year, or of the Irish Training School of Domestic Economy, who numbered 589, or the 16,387 students who attended the 617 short courses of instruction given in rural districts within the academic year August 1, 1904, to July 31, 1905. The number of stu- dents who qualified for grants (under the directory for 1901) was 4,963. ( 3 ) This total includes the exchequer grants made by the department of agriculture and technical instruction amounting to £7,003 10s. 2d. and the grant for technical instruction from the Ireland devel- opmi nt grant, £3,500. The total expenditure on the Royal College of Science was £15,268 and the expenditure on the Metropolitan School of Art £4,497. In addition, £1,175 13s. 6d. was spent on the buildings of the Royal College of Science and £368 3s. Id. on the buildings of the school of art; £33,293 10s. Id. was spent on acquiring the site for the new college of science. All the sums named refer to actual expenditure in the State financial year, April 1, 1904, to March 31, 1905. England and Wale ; - 0) G,095 Scotland j ( x )768 1 reland ! (') 234 Total number of regis- tered pupils. Total grants from Imperial ex- chequer. "■) 709,997 [2) 104,259 (2)27,658 £ s. d. ( 3 ) 382,248 9 1 (3)97,470 (') 10,503 10 2 Table 4. — University education. NOTES ON THE FIGURES GIVEN FOR ENGLAND AM) WALES. N. B. — The figures in parentheses preceding the following paragraphs arc used to connect the notes with the items in the table below against which similar figures are placed. (0 The figures given in the table below relate to the academic year 1904-5, and are confined, so far as the number of professors is concerned, to those university teachers who actually hold chairs in a univer- sity itself. They do not include teachers holding the title and status of professor in univorsity colleges which are constituent in a university, such as University College, London; King's College, London; the Royal College of Science, or the Armstrong College, Newcastle upon Tyne, unless the appointment to these chairs is made by the university. The numbers are. based upon figures furnished by the univer- sities themselves. If a professor holds two chairs, h^ has only been counted once. In the case of Oxford 106 members of the university staff, designated as readers, teachers, etc., who elsewhere would be called professors, have not been included. In the case of Cambridge, 67 such teachers have been omitted from the table. In the case of London, since the university statutes make no reference to the title "Uni- versity professor," those teachers "appointed by" the university who are also heads of departments havebeen included, whilst heads of departments appointed by the various schools of the university even though they hold the title and status" of professor, have been omitted. In the case of Wales, there are no university professors distinct from those holding chairs in the constituent colleges, and in this case these professors have been included. It follows from this that the figures given in the table are but an inade- quate measure of the number of university teachers who are heads of departments. The figures given are confined to those whose technical status seems to bring them within the wording of the table. (') The figures in the table do not include students who have passed the matriculation examination of the University of London, but who have not entered upon a course of study in a school or under a teacher of the university. These students, who are called "External students," have been omitted from the table. The number of matriculated students furnished by the University of Oxford may, the university authorities point out, in any given year be somewhat in excess of the number actually present in the university, for a matriculated student in that university means a student whose name is on the books. The same remark applies to the University of Cambridge. On the other hand, there are many students undergoing regular courses of instruction, sometimes of a very advanced type, in the universities and constituent colleges of the universities, who, since they have not matriculated, are not included in the foregoing table. The figures for the University of Wales have been taken from the calendar of the University of Wales, and not from the calendars of the constituent colleges. ( 3 ) The figures given in the table include the grants in aid made (a) to universities, (6) to the univer- sity colleges in England that are constituent colleges of a university, and (c) to the university colleges which together constitute the University of Wales; but they do not include the grants made to Univer- sity College, Sheffield (since granted a charter as the University of Sheffield); University College, Not- tingham; University College, Bristol; University College, Reading; or University College, Southampton. They also include provision made in connection with the University of London for buildings, etc., rates, and pensions amounting to £9,611 (c/, estimates, 1904-5, Class IV, p. 391). The universities of Oxford and Cambridge receive no grants from the Imperial exchequer. NOTE ON THE FIGURES GIVEN FOR SCOTLAND. The figures given in the table below have been supplied by the universities themselves. N. H.—Thc figure in parentheses preceding the following paragraph is used to connect the note with the item in the table below against which a similar figure is placed. (i) This includes a government grant of £1,000 to the University College, Dundee. NOTES ON THE FIGURES GIVEN FOR IRELAND. N. H.—The figures in parentheses preceding the following paragraphs are used to connect the notes with the items in the table below against which similar figures are placed. (>) The universities are' the University of Dublin and the Royal University of Ireland. The University of Dublin comprises one college, viz, Trinitv College, Dublin. The Royal University of EDUCATION IN GREAT BRITAIN AND IRELAND. 5 I reland is not a teaching university, but the greater part of the teaching for the degrees of this university is carried on in five institutions- the three Queen's colleges at Belfast, Cork, and Gal way; the Catholic University College, Dublin, and Magee College, Londonderry. The statistics as to numbers of pro- fessors and students are given with reference to the *ix colleges named, but it is to be noted that matriculated students of the Royal University are taught in other colleges. (2) The details are as follows: (a) Trinity College, Dublin. The teaching stall consists of 25 junior fellows, of whom 9 are professors and 3 lecturers (special), 30 professors who are not fellows, and 10 lecturers (special) who are neither professors nor fellows. Total, 65. (b) The Royal University of Ireland. There aro no professors of the university, but the b* oate appoints fellows of the university, whose duty is to take part in conducting the university examina- tions and to teach matriculated students of the university in the ' 'approved ' ' colleges, w hich arc t hose above named. The fellows In I904were 27in number, distributed as follows: Belfast, 6; Cork, * Galway, l: Catholic Universitv College, i.">; Mage. College, l. The fellows of the Royal University have hitherto been invariably appointed in the first Instance as teachers in some one of the approved colleges. The table of the numbers of the professors of these colleges is furnished as the table of the number of | sors of the universitv. In the academic session, beginning in 1904 and ending in 1905, there were the following numbers of professors (excluding assistant professors, lecturers, and demonstrators) In the colleges named: Queen's College, Belfast, 19; Queen's College, Cork, Iff; Queen's College, Galway, 16; the Catholic Uni- versity College, Dublin. 16; Magee College, Londonderry, 7. ( 3 ) In the academic session, beginning in 1904 and ending in 1905, Trinity College, Dublin, had 1.0SS matriculated students; Queen's College, Belfast, 345; Queen's College, Cork, 240; Queen's College, Gal- way, 95; Catholic University College, 150; Magee College, Londonderry, 60. 0) Each Queen's college receives £7,000 annually from the consolidated fund, and in addition there is a grant for each on the estimates. In addition to the total shown. £3,986 4-. 4d. was spent from the board of works vote on the Queen's colleges buildings, and £340 0s.5d. from the same vote on the Royal University buildings. The Royal Universitv of Ireland receives no grant from the Imperial exchequer, but receives a grant of £20,000 annually from the commissioners of church temporalities in Ireland. Total number of uni- versi- ties. England and Wales Scotland Ireland Total number of professors. >310 127 S117 Total number of matricu- lated students. = 13,215 6,656 3 1,97S Total grants from Imperial I x- chequer. •£80,611 ($391,769) i £43,000 ($208,980) « £25,560 3s. Sd. \ ($124,221) Table 5. — Summary. England and Wales. Scotland. Ireland. 1. Total grants from Imperial ex- I £11,751,415 13s. lid . [■($57,111,876) 6s. lid. per head £9,233,130 5s. 5Jd. per head £918,7% £1,607,932 £1,421,971 is. chequer for primary, secondary, technical, and university educa- tion. 2. Proportion of (1) to total popula- tion. 3. Total sum raised from local rates for educational purposes. 4. Proportion of (3) to total popula- tion. ($7,814,540) 6s. lid. per head £1,134,242 4s. 10Jd. per head... £247,005 ($6,910,77'.". lis. 5Jd. per head. 01 18s. 4.1. 1U1. per head. £112,885 6s. 10d. t a ta1 Ion account. 6. Proportion of (6) to total popula- tion, 7. Total cost to the Imperial ex- chequer of central administra- tion for primary, secondary, and technical education. 6Jd. per head £399,815 17s. 8d is. Jd. per head £60,172 6Jd- !'' r head. a £83,03 6.8 per cent. £21,194. 9. Total sum expended by local au- thorities on local administra- tion of primary, secondary, and technical education. £1,123,633 £108,400 o The corresponding expenditure in respect of schools Under the administ ration of the comnii-- of intermediate educal Ion Is met oul of the funds of the commissioners. In the year ending December 31, 1905, the total income of the board was £85,767; the total expendi- ture, £86,988; the expenditure on administ ration (examination, salaries of administ rath e officers, etc.), £23,045; proportion of this to direct expenditure on school grants and prizes, 36 per cent. 6 EDUCATION BEPORT, 1906. ENGLAND AND WALES RECORD OF THE YEAR. The education bill of 1906. — The current year has been marked by an event in the educational history of England of no less moment than the passage of the education act of 1870. The education bill, introduced by a Liberal ministry into the House of Commons, April 9, 1906, was passed after four months of exhaustive discussion by a majority of 192 in a total vote of 546. In the House of Lords, the measure was amended out of all semblance to its original character, with the result that the proposals of the upper house were rejected in toto by the House of Commons. The House of Lords refused to concur in the decision of the Commons and the measure was thus lost. The bill was the immediate outcome of the Balfour law of 1902, which placed voluntary (chiefly denominational schools) upon the local taxes, but without local control. As a consequence, Nonconformists were obliged to pay taxes for sectarian teaching opposed to their conscientious convictions and given in schools under church teachers. The electoral campaign, which returned an immense Liberal majority to the House of Commons, was fought out mainly over this issue; hence the wrecked bill, as regards its main propositions, voiced the will of the majority of the voters. By this bill the dual school system, comprising'public schools, i. e., former board, now council schools, and voluntary schools, with all the anomalies entailed thereby, was abolished. The first clause of the bill provided that every school supported by public funds should be under the control of the local authorities; religious tests for teachers were prohibited and also all denominational teachings in public elementary schools, excepting by special arrangements with the local authorities. Even in such cases this instruction could not be given in the regular school hours, nor at public expense. The failure of this measure leaves the law of 1902 in full operation and threatens the continuance of troubles arising from the enforced tax for sectarian instruction. The opposition to this tax, expressed by the remarkable movement of passive resistance, promises to be more bitter and determined than before; the feeling in this matter is intensified by the final decision in the West Riding case. This is the case referred by the council of West Riding County as to their right to withhold a portion of the salaries of teachers who give religious instruction of a sectarian character, in volun- tary schools in the county. The high court of appeals decided that no local authority ' ' is required to pay the whole salary of any teacher who gives religious instruction in a voluntary school." The case was then appealed to the House of Lords, by the managers of the schools referred to, and in this final tribunal the judgment was reversed. This decision defeats the hope that a way might be found of administering the law of 1902 without violence to any man's conscience. By the provisions of the law managers of ' ' voluntary schools are required to keep the schoolhouse in good repair, and make such alterations and improvements in the buildings as may be reasonably required by the local education authority." Under present conditions this provision is likely to be rigidly enforced with the result that many parochial schools will be closed or transferred absolutely to the local authority. There is indeed a rapidly growing conviction that control by the local authorities is the only guaranty of sanitary conditions and efficient instruction in the schools. So that, apart from the desire to end the religious controversy, there is a strong move- ment toward a unified system of schools under the control of public authorities. The prediction is made with great confidence in many quarters that the conflict between the House of Commons and the House of Lords will simply hasten the movement for a system of nonsectarian schools supported and controlled by public authorities. Efforts to improve the living conditions of the poorer classes. — Apart from the contest over the education bill, the year has been marked by strenuous efforts to improve the living conditions of the children of the poorer classes. Universal regret was expressed that the defeat of the bill carried with it that of the proposed medical a For the full provisions of this bill see Bulletin of the U. S. Bureau of Education, No. 1, 1906. EDUCATION IN GREAT BRITAIN AND IRELAND. 7 inspection of schools. A closely allied proposition was embodied in the "provision of meals act, " which passed at the close of the session. The main points of this act are here presented as summarized by M. C. H. Wyatt, of Manchester, chairman of the Association of Directors and Secretaries for Education, in a meeting of that association recently held in London (January 10, 1907): The act is permissive, consequently before it can be put into force in Manchester it will be necessary for its provisions to be adopted by the city council. The local education authority may associate themselves with any committee, on which they shall be represented, who will undertake to provide food for the children. The title of the committee to be "The School Canteen Committee." Financial aid may be given by the local education authority for the provision of land, buildings, furniture, apparatus, and officers necessary for the preparation and service of meals, but, save as hereinafter provided, the authority shall not incur any expense in respect of the purchase of food to be supplied at such meals. (Section 1.) Payment of meals. — Parents to be charged such an amount as may be determined by the local education authority in respect of every meal furnished to a child; unless the authority are satisfied that the parent is unable to pay, they must require such pay- ment, and the same may be recovered summarily. Where the meals are furnished thorough a canteen committee, the local education authority to pay over to the com- mittee such an amount recovered as represents the cost of food furnished by the committee. (Section 2.) Franchise of parents. — The franchise of a parent is not to be affected by relief granted under this act unless during the qualifying period the parent has been convicted of cruelty or neglect in respect of a child to whom a meal has been furnished. (Section 4.) Expenditure and borrouing powers. — The provisions of the education acts to apply to expenditure and the borrowing powers of a local education authority under the education acts are extended to work under this act. (Section 5.) Teachers. — It is not to be a condition of employment that any teacher in a public elementary school should assist or abstain from assisting in the provision of meals. (Section 6 .)« HIGHER ELEMENTARY SCHOOLS. The year has also been marked by progress in the development of higher elementary schools; that is, schools which continue the instruction of pupils up to their seven- teenth year. These schools, created by a minute of the board of education of date April 6, 1900, replace the " higher grade schools" which grew up under the former school boards in response to existing demands. The progress of these schools was checked by the Cockerton judgment to the effect that the moneys granted for ele- mentary education could not be applied to schools of that character. The board of education, by regulations issued in 1905, put the higher schools upon a new basis that admits of the freest possible development. They are to provide for the contin- uance of a sound English education, but beyond this the local authority is free, sub- ject to the approval of the board of education, to adapt the higher elementary Bchool to the special needs of the district in which it is situated. This very freedom, how- ever, has caused some confusion. As a means, therefore, of determining more exactly the scope of these schools and the best means of equipping them for their special province, the subject was referred to the consultative committee for special investi- gation and report. The results of their inquiry are embodied in a report on the sub- ject issued during the current year. In this report the committee endeavor to define the limits of the higher elementary as distinguished from the secondary school; but while such distinction is insisted upon, the report also makes it elear thai in the opinion of the committee the higher elementary school is not to lie an apprenticeship or trade school. They do not oppose the establishment of trade schools, which are indeed urgently demanded, but advise that if established they are aol to he broughl within the regulations of the board of education for higher elementary schools. a Cited from School Government Chronicle and Education Authorities Oazctto of January 12, 1907, pp. 32-33. 8 EDUCATION REPORT, 1906. The report of the consultative committee on higher elementary schools, taken in connection with the regulations respecting secondary schools issued by the board of education in 1903, a and with the efforts for the extension of instruction in science and industrial art, shows the purpose of the board to carry out the full intent of the law of 1902, as regards the extension of Government supervision and aid beyond the nar- row limits of primaiy schools. The great object of the law of 1870, namely, that of securing school provision for all children in the realm, has been accomplished. The present demand for an extension of this work is one of the most important outcomes of that measure, and in respect to the recognition of that demand and the necessity of meeting it. the law of 1902 marks a distinct advance in the development of national education. DETAILED VIEW OF ELEMENTARY EDUCATION, ENGLAND AND WALES. Relation of the board of education to elementary schools. — The board of education administers Parliamentary grants for education, and to this end supervises the work of the schools aided and also issues regulations determining the conditions upon which the grant may be received. Through this policy, maintained since 1833, the year in which the first grant for elementary education was allowed, the authority of the Government over elementary schools has been constantly extending and has been the chief means of unifying their work throughout the country. In their report for 1904-5-6 the board of education explain that an elementary school, as defined by the elementary education act, 1870, is "a school at which elementary education is the principal part of the education there given," but the term "does not include any school at which the ordinary payments in respect of the instruction, from each scholar, exceed ninepence a week." A public elementary school is a school which satisfies certain further conditions imposed by the act, and is conducted in accordance with the code of regulations in force for the time being. Under the act of 1902 a public elementary school must, except in the case of certain schools attached to institutions, be maintained by the local education authority; but the power to provide instruction in a public elementary school is limited (except by consent of the board of education) to the provision of instruction for scholars who, at the close of the school year, will not be more than 16 years of age. The statutory age limit is the same in the case of higher elementary schools as in the case of other public elementary schools. On the other hand, in the case of blind, deaf, defective, or epileptic children, it extends to the age of 16 years, so that these children can remain at school up to the completion of the sixteenth year, whether this occurs in the course of the school year or at the end of it. The term "certified efficient school" is applied to a school which is an elementary school within the meaning of the act of 1870, and which, although it does not receive grants and is not required to comply with the conditions for a public elementary school, is open to inspection and is certified efficient by the board of edn^+ion. There are special regulations relating to these schools. Local administration. — The immediate administration of elementary schools rests with the local authorities, subject to the conditions imposed by law. The elementary education act of 1870 and subsequent amending acts (England and Wales) require that sufficient school accommodation be provided in every dis- trict for all the resident children between the ages of 5 and 14. Under acts of 1899 and 1900 children between 12 and 14 years of age may (if it is so provided in local by-laws) conditionally obtain partial or total exemption from school attendance; «See Report of the Commissioner lor 1901, vol. 1, chap, xii, pp. 835-838. EDUCATION IN GREAT BRITAIN AND IRELAND. 9 for children employed in agriculture the lower age limit for partial exemption is 11. An act of 1899 requires the Bchool authorities to make provision for the compulsory education of defective children to the age of 16 years. Under the education act. 1902, and the education London act, 1903, school boards and school attendance committees are abolished, their place being taken by the councils of counties, of county boroughs, of noncounty boroughs with population over 10,000, and of urban districts with population over 20,000. These local authorities (but not necessarily the two classes last mentioned) must establish educational committees, each in accordance with its own scheme, which must be approved by the board of education. The schemes must provide for the appointment by the council, from its own members, of a majority of the committee (unless, in the case of ;i county the council determine otherwise), for the appointment by the council of other persons with special qualifi- cations, and for the appointment of women on the committees. Schools provided by county councils must have managers in the proportion of 4 appointed by the council and 2 by the borough, district, or parish served by the school. Councils of county boroughs, etc., may appoint any number of managers for their provided schools. Schools aided, but not provided by local authorities, will have I "founda- tion" managers and 2 managers appointed by councils. Women may be managers. The managers are responsible for the conduct of the individual schools or group of schools placed under their charge. The education committees act as advisory bodies to the respective councils; the law also provides that a council may "delegate to the education committee, with or without any restrictions or conditions, as they think lit, any of their powers under this act, except the power of raising a rate or borrowing money. " The local education authorities control all expenditure necessary to maintain the public elementary schools. In the case of schools not provided by them, their require- ments, as to secular instruction and the number and qualification of teachers, must be complied with. They have power to inspect nonprovided schools, and they must have the use of the buildings of the same, free of charge, for elementary school pur- poses. The law of 1902 prescribes the funds from which the expenditure for public schools is to be met, and gives the local authorities borrowing powers. The local funds to be used for the maintenance of schools are derived from local taxes (rati - and from the income of endowments for elementary education, which are to be applied in such a manner as to reduce the rate of the local school taxes. The several Government grants formerly allowed for the support of elementary schools are replaced under the law of 1902 by a grant at the rate of 4 shillings per pupil in average attendance, and "an additional sum of 3 half pence per scholar for everj complete 2 pence per scholar by which the amount which would be produced by a penny rate on the area of the authority falls short of 10 shillings a scholar." fjnder certain conditions, however, the grant may be reduced. In accordance with the law of 1902. elementary schools are classified as provided ami nonprovided. corresponding, respectively, to the former board and voluntary BChools. The number of separate local authorities for education on November 1. 1905, was as follows: ( Vuimils of administrative counties County boroughs 72 Self-governing municipal boroughs L36 Self-governing urban districts 56 Scilly Isles 1 327 10 EDUCATION REPORT, 1906. PUBLIC ELEMENTARY SCHOOLS (GENERAL TABLES). Table I. — Number of schools recognized on January 1, 1906, with their accommodation. Council schools, provided. Nuin- Aecommo- ber. dation. Voluntary schools, nonprovided. Num- Accommo- ber. dation. Total. Num- Accommo- ber. dation. Ordinary public elementary schools: a. Maintained by local education au- thorities Attached to boarding institutions, and not maintained by local educa- tion authorities (education act. 1902, sec. 15) Higher elementary schools Schools for blind children Schools lor deaf children Day schools and classes for defective chil- dren Boarding institutions for defective or epileptic children "Certified efficient" schools 3,445,881 10,007 749 2,046 9,847 65 13, 652 3, 542, 180 16,974 522 1,389 2,110 557 10, 633 >20, 513 32 y 260 78 7,005,041 10, 529 16,763 10,633 Total . 7,046 3,468,595 13.837 3,574,371 20,883 7,042,966 "This phrase is used to denote schools recognized under the code, other than higher elementary schools. Table I shows the number of schools included under the head of public elementary- schools, their classification, and accommodation. The denominational affiliations of the voluntary (nonprovided) schools were as follows: Church of England schools. Wesley an schools. Roman Catholic schools. Jewish schools. Undenomi- national and other schools. 11,418 2,761,917 372 142,210 1,070 412, 669 12 11,358 780 Accommodation 214,032 Table II shows the number of students in the various classes of public elementary schools December 31, 1906, and their classification by age: Table II. — Number of scholars of various ages on the school registers on last day of school year. Under 3. 3 and under 5. 5 and un- der 7. 7 and un- der 12. 12 and un- der 15. 15 and over. Total. Ordinary public elementary schools: Scholars under instruction as — 582, 802 30 1,205,179 56, 649 303,379 2, 842, 480 1,489 2,327 670 1,549 5,430 46 261 1,048,510 6,339 1,119 623 1,132 2,137 20 5,104 402 340 647 233 3 2,091,621 3,952,773 8,230 405 860 80 198 86 3 4,711 Schools and institutions for 1,713 Schools and institutions for 3,526 Day schools and classes for de- 7,886 Institutions for defective or 72 Total 583,237 608,389 1,263,055 1,249,064 3,157,370 3,177,523 1,060,141 1,010,128 6,729 7,770 6,070,532 Total for preceding year 1,460 6,054,334 13,991 50,013 1,041 16, 198 1,460 25, 152 20,153 EDUCATION IN GREAT BRITAIN AND IRELAND. 11 The following table gives the principal statistics relative to the schools classified as ordinary public elementary. ORDINARY PUBLIC ELEMENTARY SCHOOLS. Table III. — Summary (departments, teachers, scholars, fees). 1904-5. 1903-4. Numlxir of departments Number of teachers in employment on last day of school year: Certificated teachers- Trained Untrained Uncertificated teachers Other teachers Total Scholars: Number of scholars on the registers at the end of tho school year- Boys Girls Total Number of partial exemption scholars attending at any timo during the year Average number of scholars on the registers during the year. . Average number of scholars in attendance during the year. . . Fees: Number of schools charging fees for scholars between 3 and 15 years of age Number of scholars between 3 and 15 years of age paying fees 31,927 42, 893 35, 841 42,346 43, 989 165,009 3,048,736 2, 995, 658 6,044,394 80,368 6,045,380 5, 249, 4S5 790 268,823 31,833 41,451 :;:•;, :;i,o 40, 769 45, 345 160,925 3,040,097 2,991,010 6,031,107 78,876 6,003,245 5,144,702 1,421 412,471 31,597 39, 904 31,010 : 8, 191 45,279 154,384 3,013,432 2,967,172 5,980,604 80,681 5,958,839 5,0o0,219 2,492 607,534 The number of pupils on the registers at the end of the year 1904-5, in the ordinary public elementary schools, viz, 6,044,394, was equivalent to 17.8 per cent of the population (1904). The average number of scholars on the registers dur- ing the year was 6,045,380, of whom 3,087,456 were in council schools and 2,957,924 in voluntary schools. On the average enrollment an average attendance was main- tained of 87.35 per cent in council schools and of 86.29 per cent in voluntary schools. Expenditures. — -The expenditures for public elementary schools for the financial year April 1, 1905, to March 31, 1906, were met as follows: From Parliamentary grant £9, 867, 456 From endowments, fees, etc From local taxes (rates) 8,660,891 Amount. Total. IS, 830, 814 Equivalent in I !■ States money. 1,512,335 43,304,455 94,154,070 Of the total 52.4 per cent was met by the grant and 45.98 per cenl by local I There was included in the total the sum of £2,210,964 ($11,054,820), payment on loans for land and buildings. 12 EDUCATION REPORT, 1906. UNIVERSITIES OF GREAT BRITAIN AND IRELAND. Attendance at universities of (treat Britain and Ireland at specified dates. Students. Universities and university colleges. Croat Britain: England and Wales — Oxford (22 colleges, 4 halls, and noncollcgiate students) 3, 408 Cambridge (17 colleges, 1 hostel, and noncollegiate stu- dents) 2, 929 Durham 171 London b Victoria (Manchester) Leeds Liverpool Sheffield ' Birmingham University of Wales (3 colleges) ' University colleges ' 13, 411 393 192 3, 466 3,016 170 University colleges for women Bedford College for Women d Royal Holloway College for Women d Technical: City and Guilds of London (4 institu- tions)'' Scotland — Aberdeen Edinburgh Glasgow St. Andrews (2 colleges) Dundee University College e Glasgow (technical) College Ireland: Dublin University Belfast Queen's College Cork Queen's College University College, Dublin Galway Queen's College 11,301 400 170 110 1,592 1901. 3,481 2,958 , pp. 201, 202, 55C.-7. 14 EDUCATION EEPOKT, 1906. artillery candidates are advised to read for mathematical moderations; the "Military- history" special period is now included in the history school subjects; and military law, history, strategy, etc., can be offered in the final pass school, so that 3 out of 5 of the subjects required in the military examination can be taken for the pass degree. The establishment of special studies leading up, not to a degree but to a diploma, has been an interesting growth of recent years at Oxford. Two more such diplomas have been established, namely, in anthropology and in forestry. The great advantage of this arrangement is that it meets the case (1) of those studies which are too special or restricted in range to be satisfactory avenues to a degree; (2) of those students who have completed their general education (at Oxford or elsewhere), but wish to reside for a time, for the sake of some special study, and yet naturally wish to obtain some recognition or evidence that they have pursued that study with profit. It is obvious that this class of students has largely increased in the older universities of late years. The research degrees, the Rhodes scholarships, the greatly increased communication between seats of learning in England, Europe, and America — all alike suggest and illustrate the new needs, which this is one among many attempts to meet. A new illustration has been supplied this term from quite a different quarter, which may be briefly reported. The university has been interested to hear that the new policy of the Indian secretary to transfer the education of the Indian forestry students (hitherto taught with the students at Coopers Hill) to the older universities will be carried into effect at Oxford next October. About a dozen have been selected, and accepted by various colleges; and their studies will include besides mathematics, surveying, geo- metrical drawing, and German, also chemistry, geology, forest plants and insects, and the theory and practice of forestry generally. Many of the students will in future doubtless be able to take a degree; but meanwhile the university has agreed to estab- lish a diploma in forestry, under a statute substantially of the same form as those adopted for public health, education, economics, geography, and anthropology. The first batch of students are already part of the way through their course, but in future a new avenue will be open (through forestry) for Oxford science students and others, to a branch of the civil service, with all its advantages. Cambridge. — A new diploma in mining engineering, open to candidates who have kept 9 terms and have pursued a course of study and examinations in the cognate subjects, is to be established, in pursuance of an act of Parliament (1903) for the regu- lation of mines. The act empowers the home secretary to issue certificates qualifying for the position of colliery manager, after a shortened period of service in a mine, to university graduates who possess certain scientific and technical qualifications. Two commissions in the Indian army will be added each year to those already allot- ted to the university, bringing the number of commissions in all the forces up to 14. Aberdeen University. — The most interesting event of the year in university circles of Great Britain was the celebration of the four hundredth anniversary of Aberdeen, September, 1907. The brilliancy of the ceremony was emphasized by the presence of King Edward and Queen Alexandra. The King dedicated Marischal College, the new building belonging to the university, which had been erected at an expense of $1,100,000. Dublin University. — On account of the decision to grant degrees of Dublin to women students on the same terms as to men, a large company of candidates from Girton, Newnham, and other colleges in relation with English universities that do not admit women to degrees, made application during the year for the Dublin degrees. After 1907, however, the Dublin degree will only be conferred upon women students who have been in residence at the university, and it is believed that this restriction will increase the prestige and elevate the standard of the degree. UNIVERSITY COLLEGES OP RECENT FOUNDATION. The university colleges established in recent years in the great manufacturing cen- ters of Great Britain are modern in character, their courses of study having been planned to meet the demands of the times. It is impracticable to reproduce these courses here in full, and it suffices to say that they all have one common characteristic, in that while preserving a respectable proportion of classical studies most of the curric- ulum is devoted to modern languages and sciences and to the various branches of engineering and technology and agriculture in order to supply capable experts for the EDUCATION IN GREAT BRITAIN AND IRELAND. 15 great modern industries. At these university colleges, as at continental institutions of a similar character, attention is paid to preparing students for local industries or business vocations. Special subjects of this character given in the programmes of studies range from banking to naval construction, brewing, coal mining, lace making, hosiery, etc., or agriculture, according to locality. A large number of young women attend these colleges, most of whom prepare them- selves for teaching, the colleges offering courses of instruction for that profession. Another noticeable feature in the work of the colleges is the liberal provision made by them for evening classes. It should be added that the university colleges participate in the annual grant made by Parliament, amounting for the year ending March 31, 1905, to £54,000 ($270,000). The three colleges in Wales belonging to the same class receive a grant of £4,000 ($20,000) each. A number of the colleges have been incorporated as local universities. The list of these colleges with a few details intended to show their origin and present attendance is as follows: The University of Birmingham was incorporated by royal charter on the 24th of March, 1900; and, by the Birmingham University act, 1900, Mason University College was merged in the university as from the 1st of October, 1900. Faculties of science, arts, and commerce: The staff consists of the principal, the vice-principal, 21 professors, 9 special lecturers, 14 lecturers, and 10 demonstrators. Subjects of instruction: Mathematics (pure and applied); physics, chemistry, met- allurgy, mining, zoology and comparative anatomy, botany and vegetable physiology, physiology, geology and physiography, geography; civil, mechanical, and electrical engineering: malting and brewing; commerce, accounting, Greek, Latin, English language, literature, and composition, French language and literature, German lan- guage and literature, mental and moral philosophy and political economy, history, education, music, Hebrew, Spanish, Italian, commercial law. In 1904 the number of students was 653 (394 men, 259 women). The University of Leeds comprises (1) The Leeds School of Medicine, founded in 1831, and the Yorkshire College, established (first as a college of science) in 1874, which became united in 1884. From 1887 to 1903 the Yorkshire College formed part of the Victoria University; from October, 1903, until April, 1904, it was associated with the Owens College in the Victoria University of Manchester; and in 1904 it became an independent university, with the name of "The University of Leeds," the Yorkshire College being merged in the university by act of Parliament passed in the same year. The teaching staff in the department of arts and science in 1904 numbered 87 pro- fessors, lecturers, and assistants, and in the department of medicine, 28. The num- ber of students registered in the day classes in 1904 was G85 (505 men, 180 women). The University of Liverpool was founded in 1903 and began its work with a staff of 30 professors, lecturers, etc., and during the session 1903-4 registered in the departments of arts, science, law, and engineering 542 students (358 men, 184 women), and in the medical school 158. It is interesting to observe that upon a total registration in studies which, including duplicates, gives a roll of 9,305 students, 162 students pur- sued Greek, 878 Latin; mathematics and the sciences predominated, with 2,970 stu- dents; technical courses (architecture, electrotechnies. engineering), 2,413 students. The zoological laboratories of the university, nearly completed, will afford ample accommodation for the research work carried on under the auspice s of the Liverpool marine biology committee and the Lancashire sea fisheries committee. Victoria University. — Owens College, Manchester, founded in 1846, and the Man- chester Royal School of Medicine, which was united with the college in 1872, are constituent parts of the Victoria University of Manchester, chartered in 1S80. Two colleges, Liverpool and Leeds, subsequently admitted to this foundation, have recently been incorporated with the universities of their own cities. 16 EDUCATION REPORT, 1906. The teaching staff of Victoria University consists of 39 professors and 115 lecturers, demonstrators, and assistant lecturers. The number of day students attending the various departments in 1903-4 was 1,245 (900 men, 345 women), distributed as follows: Department of arts, science, and law, 878; medical department, 367. There were also 277 evening students attending courses in law and political economy under arrange- ment with the Bankers' Institute (about 100 in each course), and above 900 students in the course on railway economics. University College, Sheffield, constituted by royal charter in 1897, was formed by the amalgamation of three preexisting institutions — the Firth College, the Sheffield Tech- nical School, and the Sheffield School of Medicine. These institutions had previously worked hand in hand, although under independent governing bodies. By the char- ter they were merged into one corporation with a single court of governors. The aim of the college is to provide for the people of Sheffield and the district the means of higher literary and scientific education by university methods of teaching. Its doors are open to all, without distinction of sex or class, who are over 17 years of age, though the limit of age may be lowered in exceptional cases. Applicants for admission under 16 years of age are required to pass an examination in English, math- ematics, and Latin. The courses of instruction include civil, mechanical, and electrical engineering : mi tallurgy, coal mining, mathematics, physics, chemistry, biology, English language and literature, history, Anglo-Saxon, Gothic, etc., Latin, Greek, philosophy, econom- ics, accounting, French, German, Spanish, law, music, education, commerce, exten- sion lectures, and medicine. The teaching staff comprises in the department of arts, science, etc., 12 professors and 26 lecturers and demonstrators, and in the department of medicine 9 professors and 17 assistants. The number of students registered in 1903-4 was: Day students, men 409 (12 under 16 years of age); women, 105; evening students, men 1,312, women 55. Armstrong College, Newcastle upon Tyne (formerly Durham College of Science), founded in 1871, is an incorporated society in the University of Durham. The members of the society, called governors, become such by virtue of contributions to its funds of not less than £2 per annum, or as representatives of bequests amounting at least to £100. The college is in fact the outcome of efforts on the part of repre- sentative citizens to provide scientific and technical education for the surrounding population. The college buildings are spacious, affording accommodation for about 3,000 students, of whom 1,000 may be simultaneously at work in the various laboratories or engineer- ing shops. The total number of day students in 1903-4 was 523, including 191 women; of evening students 1,114, including 80 women. University of Wales. — The three university colleges of Wales, Aberystwyth, dating from 1872, University College of North Wales (Bangor), 1884, and University College of South Wales and Monmouthshire (Cardiff), 1883, constitute the University of Wales incorporated in 1893. Their general purpose, like that of the university col- leges of England, is to afford at a moderate expense the means of higher education in such branches of learning as are usually studied in the universities of Great Britain, with extensive courses in science and facilities for technical courses arranged with special reference to local requirements. Aberystwyth enrolled 467 students in 1903-4, of whom 413 took complete university courses. In addition to the above regular students, 28 men (farmers' sons and others engaged in agriculture) attended a seven-weeks' course in agriculture, chemistry, and kindred subjects during Michaelmas term of the session 1903-4, and 9 attended an extended short course of sixteen weeks during Michaelmas and Lent terms. Schoolmasters' classes in horticulture and nature study are carried on in the vacation. EDUCATION IN GREAT BRITAIN AND IRELAND. 17 University College, Bangor, in 1903-4 reported 330 Btudents (204 men, 12<; women of whom 31 were pursuing courses in agriculture. The University College of South Wales (Cardiff) reported 651 day students and an attendance at the Technical School of the county borough of Cardiff (evening classes) of 3,196. The three colleges prepare students for degree examinations and many of their grad- uates appear in the roll of successful candidates for the degrees of London University. The particulars above given indicate more clearly than any general characterization tiie status and adaptations of the local colleges of Great Britain that have become parts of university foundations. Of the remaining colleges of the modern type participat- ing in the annual grant of £54,000, the following, Bristol (1876), Dundee (1880), Read- ing (1892), and Hartley University College, Southampton, 1902 (founded in 1850 as as Hartley Institute), are detached colleges working on the same lines as those that liave become parts of university organizations. ED 19(10 — vol 1 2 LIBRARY OF CONGRESS 022 126 866