o m o ■ o m m o 7 8 ■ ■■ THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES Ex Libris SIR MICHAEL SADLER ACQUIRED I948 WITH THE HELP OF ALUMNI OF THE SCHOOL OF EDUCATION INTERMEDIATE AND TECHNICAL EDUCATION (WALES). A MANUAL TO The Intermediate Education (Wales) Act, 1889, AND The Technical Instruction Act, 1889. BY THOMAS ELLIS (M.P. for Merioneth), and ELLIS GRIFFITH (Barrister at Law and Fellow of Downing College, Cambridge). WITH INTRODUCTORY NOTES BY WILLIAM RATHBONE, M.P. AND ARTHUR H D. ACLAND, M.P. PRICE ONE SHILLING. Published by the National Association for the Promotion of Technical and Secondary Education, 14, Dean's Yard, S.W. LA £47 1 CONTENTS. I. — Intermediate Education (Wales) Act . II. — The Framing of a Scheme Funds Available Existing Educational Provision Estimate of Future Educational Provision General Provisions of Scheme Provisions for Separate Schools III. — The Passing of a Scheme IV. — Possibilities of the Act in Wales V. — Technical Instruction Act VI. — Explanatory Note to the Technical Act VII. — Suggestions from the Educational other Countries Swiss Enthusiasm for Education Education — the Life of Greece . . Technical Teaching in the Tyrol The Wurtemburg System Technical Instruction in Bavaria Women's Work Schools Agricultural Teaching in France Handwork Instruction in Sweden Hints from America Scotch Advice on Inspection page. . 13 36 37 43 44 45 46 48 54 59 Instruction- Systems OF 66 71 71 72 74 75 76 76 78 80 81 83 808330 VIII. — Appendices 84 A. Population of Welsh Counties and Approximate Number of Children to receive Education in Welsh Secondary Schools 84 B. Eateable Value of Welsh Counties . . . . 84 C. Charities, Educational Endowments, &c, in Wales 85 D. Technical Instruction in Welsh Endowed Schools 86 E. Schemes of Endowed Schools in Wales.. .. 89 F. Science and Art Department 95 G. Choice of School Text-Books 102 H. A great Educationist's Ideal of Secondary Edu- cation . . . . • • • • • • • • 103 I. The Function of the Technical School .. ..105 J. The Equipment and Cost of a Small School Workshop 106 K. Drawing the Alphabet of Technical Education. 107 L. Germans as Clerks . . . . . . ■ • • • 109 M. Books on Intermediate and Technical Education 110 N. The Schools and the People Ill O. The Endowed Schools of Wales 112 INTEODUCTOEY NOTES. TIT the end of last Session I asked Mr. Ellis Griffith (who / some time ago, at my request, wrote a statement and explanation of the Local Government Act) to prepare a similar work in relation to the Intermediate Education (Wales) Act. I also spoke to Mr. Thomas Ellis upon the subject, and eventually Mr. Ellis and Mr. Griffith determined to bring out a manual upon Welsh Education in their joint names. This book is the result. A manual of this kind is required to make the Acts compre- hensible to those who have to work them. In order to pass a Bill through Parliament it has become necessary, in the absence of that delegation and division of labour which Mr. Gladstone, Sir Erskine May, and other experienced members and officers of Parliament have persistently urged on the House of Commons, to legislate as much as possible by refer- ence to other Acts of Parliament, instead of stating the enact- ing powers in the body of the Bill itself. Hence, like most of the legislation of the present day, the Intermediate Education Act does not carry its meaning, or the powers which it confers, on the face of it, and it is necessary for a man to be a lawyer, and to have a law library at his elbow, in order to understand this and most modern Acts of Parliament. It is just and proper that Wales, which has long been left in the back ground, should be the first part of the United Kingdom in which the importance of Intermediate Education has been recognised by a grant from the Imperial Treasury. Recognising this, Mr. Mundella in 1885 introduced an Intermediate Education Act for Wales, in which for the first time the principle of a Treasury grant in aid of intermediate education was embodied in a Government Bill. Since that time the Welsh members have never ceased to press the question of intermediate and technical education upon the Government of the day. Last year Mr. Mundella introduced a Bill, supported by the Welsh Liberal members, with amendments on his original Bill to meet Welsh criticism. This year, as arranged with the Welsh Liberal members, Mr. Stuart Rendel, Mr. Mundella, Mr. O. Morgan, Sir H. 6 Vivian, Mr. Rathbone, Mr. W. Abraham, and Mr. Thomas Ellis, introduced a Bill with still further amendments. It was warmly supported on the second reading by the Welsh members without distinction of party. The Con- servative Government, seeing the necessity of settling this question, and fulfilling promises often repeated by successive administrations on condition of large and serious amend- ments, assisted energetically in carrying the Bill through both Houses of Parliament. The Welsh members do not pretend to consider the altera- tions made by the Government an improvement. They especially regret the omission of a Welsh Board of Education, but it would have been folly to refuse so large an instalment of educational facilities, and thus to deprive, probably for years, the clever children of Wales of the advantages pos- sessed by their competitors elsewhere. And it would be, moreover, most unhandsome not to acknowledge, with grati- tude, the cordial assistance rendered by Sir William Hart Dyke and the Lord President in their efforts to meet, as far as they could, the views of the Welsh members. In no part of the United Kingdom is the thirst for educa- tion stronger, or the aptitude of the people for availing themselves of its benefits greater, than in Wales, while the poverty of the country, when compared with England, makes it necessary that a large proportion of its population, especially the clever childreu, should seek their fortunes in other lands. Hitherto Welsh youth have been at a serious disadvantage as compared with the Scotch and Germans. This disadvan- tage will disappear if they rightly use the opportunities now offered them, nor need we then fear for the future of the Welsh people. Sober, industrious, thrifty, and religious, they are more ready to sacrifice present comfort for an ideal to be realised in the future than are Englishmen, and, indeed, we do not know any nation that surpasses them in this important element of progress. It is because we have felt this so strongly that we, in common with our colleagues, have laboured so persistently and energetically to obtain this benefit for Wales, and we now offer this manual to the county councils and other educational societies in Wales as a contribution towards accomplishing our common object. November, 1889. W. RATHBONE. J1JHE Welsh Intermediate Education Act, to which this book will be found a most valuable guide, gives an opportunity to Wales, such as no part of the United Kingdom has yet obtained. If this opportunity is well used the benefit to Wales will be great, and the example set by the Welsh pioneers of organised Secondary Education to the rest of the country may be invaluable. Hitherto, education between the Elementary School and the University or University College has been in a state of chaos, quite unorganised. The Charity Commissioners (for- merly the Endowed Schools Commissioners) have done twenty years' good work in regard to Endowed Schools, but they have never had the opportunity of helping to organise a scheme for a whole county or a group of counties. They have never been able to place the schools where they ought to be, having the relations to one another that they ought to have, and with the central or provincial control over them which, without undue interference with local liberty, ought to be provided. They have been able to make many schemes for isolated schools where there happened to be old endow- ments, but not otherwise. And yet the Report of the Schools Enquiry Commission, the first volume of which may be called a sort of " Bible of Intermediate Education," 1 which has largely guided the lines on which our many separate new schemes for Endowed Schools have been framed, lays the greatest possible stress on the right organisation of a com- plete system of schools, each in its proper place, and all under adequate provincial or central control. It is in this work that Wales will have to break new ground. And this con- sideration of the promotion of the general welfare by good provincial organisation should influence every Joint Com- mittee in Wales not to act too hastily. Every such com- mittee should bear in mind in all its work upon single schemes, for special towns or large villages, that it is pro- bable that every school may be largely the gainer if it forms part of a well-ordered whole, and comes under well-con- sidered provincial control, for the organisation of which conference between the joint committees will be essential. * It may be obtained for 4s. 6d. at Eyre and Spottiswoode's, East Harding Street, London, E.C., and should be in the bands of all interested in this subject. 8 Some of tne many points which will come before the joint committees as soon as they begin their work may now be briefly dealt with, and at the same time the value of tbe orga- nisation and control which has been spoken of may be indicated. The kind of Schools which are required. — It will probably be found that in the first instance thoroughly popular schools with reasonable fees immediately above the elementary schools will be most require:!. The framework of county schemes should be so prepared as to admit at least all centres which have a population of, say, from 8,000 to 15,000 within easy reach ; and which are willing to provide buildings as a voluntary contribution from the locality At the rate of sixteen to twenty boys and girls per 1,000, this should make a good school in each such district. Assuming, then, that while there will be, as there are already, in Wales some higher or classical schools, j T et the main work of the joint committees will be to provide popular and cheap intermediate schools, the following suggestions as to such schools may be made : — The Fees to be Charged. — Probably from £2 10s. to £5 a year, or from Is. 3d. to 2s. 6d. a week. Free places in the Intermediate Schools. — At least one place out of every eight or ten to be free, and these to be competed for largely by elementary schools in the surrounding parishes. Separation of Sexes. — It is probable that iu certain special classes boys and girls might be taught together, but in any case except in the larger towns it will be desirable to have the services of some part of the same staff available for both boys and girls. ' 'urriculum. — This, according to the Act, must be distinctly intermediate, not merely upper elementary, and, with certain exceptions, in its main features will probably be modern and technical or commercial rather than classical. Day or Boarding School. — There can be little doubt that the schools will be mainly day schools, and that parents whose children come from a distance will be assisted by local com- mittees to make due and fitting provision for their children in approved lodging-houses with families where they will be well taken care of. 9 The Relation of Schemes to Private Schools. — Iu certain cases it may be possible to take over a good private scbool, but this can only be done under condition of complete public control. It must always be remembered tbat private schools can never permanently fill the place of publicly supervised schools. They may at any given time be admirably good, but there is no guarantee as to who the next head will be or how chosen, and there is a constant temptation with increased success to raise the fees, and so lift the school into altogether another grade from that in which it began. While there are some excellent private schools which, as long as they offer special attraction on social grounds, may well support themselves, on the other hand some of the small secondary or so- ailed finishing schools for boys and girls are among the very worst in the country, with no kind of guarantee that either from the educational or the sanitary point of view they reach the standard of even a fair elemen- tary school. In most other European countries such schools would not be allowed to exist, for some guarantees of efficiency both as to general accomodation and as to the kind of teach- ing given would be required. Teaching and Teachers. — As soon as possible after the schools have been well established it should be provided that no teacher, male or female, should be appointed who has not some certificate both of adequate training in teaching and adequate knowledge. In this work the Welsh University Colleges might jointly render great assistance, and the training of secondary teachers might become part of their work. If a H sgistration of Teachers' Bill, for which many of our best teachers are anxious, could be carried through Parliament, this would le a great help. Peripatetic Teaching. — Iu some of the higher subjects of science or languages, special instruction could be given with great advantage by specially selected teachers who would go from school to school. This of course involves county or provincial control and expenditure. Inspection and Ex imination. — It must always be remembered that examination alone, especially if it be of picked pupils, can never test the higher qualities of a school. A good annual report based on general inspection, by a well-selected local inspector for each county or group of counties, would be 10 quite invaluable to the County Councils and to the schools themselves. It should be quite independent of the Govern- ment inspection, and for the information of the local authorities concerned. Here, too, a moderate amount of county or provincial expenditure would be involved. Inde- pendent and systematic annual examination of some kind, in which the assistance of the University Colleges might perhaps be asked for, would no doubt also be required, and as the Schools Enquiry Commissioners suggest, " the results might be published in a class list for each county " (p. 621). Scholarships mid Exhibitions. — -For the right arrangement of these, whether from the elementary to the intermediate school, or from the intermediate school to the University College, couuty or provincial organisation will be requisite, and funds will have to be raised for the purpose. Buildings. — If possible a central fund should be raised by voluntary contribution in each county from which grants might be made to localities on condition of their providing three- quarters or four-fifths of the expense of a building. In any case it is desirable as much as possible to avoid burdening the county contribution with interest on loans for building, and to depend upon the zeal of the locality for this part of the work. Load mid Provincial Organisation and Supervision. — In speak- ing of the want of good schools above the primary schools, the Schools Inquiry Commission says : — " But this last deficiency is closely dependent upon a larger and more general want, namely, good /nail organisation, guided by tin- super- vision of a higher authority." Now, it is quite clear that if Wales is going to spend a considerable sum out of the rates, she must provide her own guarantees for efficiency, her own local organisation, aud her own supervising authori- ties. If each of her new schools were to become an isolated unit without any supervision and without the stimulus which the public encouragement and approval of the county or the Principality could give, we might revert to the old state of things that the Schools Enquiry Commissioners so often found, where endowment was a curse and not a blessing. What would seem to be required is (a) a body of local governors appointed on a popular basis ; (b) a county committee iwhich would be largely assisted by the reports 11 of (c)] to satisfy the rating authority and the public that the schools were doing well ; (c) a provincial board representing a group of counties or the whole of Wales, which would be able, with far greater economy and efficiency than single counties, to provide adequate inspection and, while leaving ample liberty to teachers, to give that honourable mention of good work done which would be both an honour and a stimulus to further improvement. The provincial authority, either of Wales as a whole, or of North and South Wales separately, in addition to the work suggested already, might, with skilled assistance, do much of the work laid down for the Educational Council, spoken of by the Commissioners (p. 651) : — " The Council would do a very great service to education by making an annual report, giving as complete a picture as possible of what was being done, and of what is still needed to be done. Such a report should also contain complete statistical information of all the schools, a full account of all exhibitions and scholarships open to com- petition, and of the conditions required for obtaining them ; the register of all who had obtained certificates of competency as teachers ; and all such information as could be of use to any who were concerned with schools. An annual report of this kind would be of great use, not to the schools only, but to the nation. It would lay before the public year after year whatevar was done, and keep alive the general interest. It would probably do a good deal towards what is very much wanted, accustoming the public to understand the subject." Again, the Welsh provincial authority would probably exactly fulfil the advantages which the Commissioners indicate (p. 63B) : — " It is plain that a local board has some very great advantages over a central authority. It can act from personal knowledge of the district and consequently can consult the feelings and peculiarities of the people. It can inquire into all important endowments on the spot, and give every person interested an opportunity of being thoroughly heard. If in any substantial degree it represents the people, it carries a force with it which it is impossible to secure in any other way." " The example of foreign countries points strongly in the same direction. France, in spite of its centralisation, is broken up for educational purposes into eighteen academical 12 divisions. Prussia is divided into eight provinces for the purposes of secondary education, with a provincial board at the head of the schools in each province. The Canton of Zurich is divided into eleven districts, with a school com- mittee in each. In France this is done for administrative convenience ; but in Prussia and in Switzerland, not only for that reason, but also to enable the people to take a more direct interest in the welfare and management of the schools. And, undoubtedly, much of tbe success of the educational system in these countries is due to this careful division of labour." The "force" of which the Commissioners speak, which would result from a good provincial board, must be con- tinuous and permanent. To drop all supervising work and leave each school isolated, when its scheme was complete, without that stimulus and encouragement from above, which Wales, and Wales alone, could give, would be to lose more than half the value of the Act. The hearty co-operation of the people in carrying out the Act is of the utmost importance, and therefore it may be assumed that every joint committee will visit every populous centre and take public evidence, and try to excite public interest. In the same way joint action between the joint committees will give the work a strength, stimulus, and vitality, which it could not otherwise possess. The example of Scotland with her thirst for good education in schools and universities is one which Wales, with improved opportunities, will readily follow. There are, no doubt, some weak points in the Act, which may have to be amended sooner or later. But if Wales loyally and willingly accepts the responsibility now cast upon her, this Act may be the starting point of a new educational system, living, vigorous, and stimulating, which will be both honourable to herse.f and of tbe utmost benefit to future generations. ARTHUR H. D. ACLAND. Clynnog, Carnarvon, November 7. 1889. AN ACT TO PROMOTE INTERMEDIATE EDUCATION IN WALES. (52 & 53 Vict., c. 40) 12th August, 1889. BE it enacted by the Queen's most Excellent Majesty, by and with the advice and consent of the Lords Spiritual and Temporal, and Commons, in this present Parliament assembled, and by the authority of the same, as follows : Preliminary . 1. — This Act may be cited for all purposes short title and as the Welsh Intermediate Education Act, construction. 1889, and shall, so far as is consistent with the tenour thereof, be construed as one with the Endowed Schools Acts, and may be cited together with those Acts as the Endowed Schools Acts, 1869 to 1889. This Act shall come into operation on the first day of November next after the passing thereof, which day is in this Act referred to as the commencement of this Act. The Endowed School Acts are :— 32 & 33 Vict. c. 56 (1869); 36 & 37 Vict. c. 87 (1873) ; 37 & 38 Vict. c. 87 (1874). These statutes were enacted as a result of the Schools Enquiry Commission of 1864. The Report of the Commissioners, extending over twenty volumes, is referred to in the Act of 1869 as recom- mending various changes in the government, management, and studies of Endowed Schools and in the application of educational endowments, with the object of promoting their greater efficiency and of carrying into effect the main designs of the founders thereof by putting a liberal education within the reach of children of all classes. Sections 9 and 12 of the Act of 1869 provide for the reorganisa- tion, consolidation, and partition of educational endowments in such manner as may render them most conducive to the advance- ment of the education of boys and girls. 14 Purpose of Act. 2. — The purpose of this Act is to make further provision for the intermediate and technical education of the inhabitants of Wales and the county of Monmouth. 1 Schemes for Intermediate Education. schemes 3. — (1) It shall be the duty of the joint by joint education committee as hereinafter men- education committee, tioned of every county in Wales and of the county of Monmouth to submit to the Charity Com- missioners 2 a scheme or schemes" for the intermediate and technical 4 education of the inhabitants of their county, either alone or in conjunction with the inhabi- tants of any adjoining county or counties, specifying in each scheme the educational endowments 3 within their oounty which in their opinion ought to be used for the purpose of such scheme. (2) A County Council may recommend their committee 1 The inclusion of Monmouthshire in Wales, for executive pur- poses, has heen the general, though not universal, rule. It is so recognised by the Registrar General for statistical purposes, by the Home Office for the purposes of the Mines Regulation Act, by the Local Government Board for Poor Law purposes, by the Education Department for the superintendence and inspection of elementary schools, and by the Privy Council in the granting of charters of University Colleges. It was similarly dealt with by the Court of Chancery in schemes for the reorganisation of charitable trusts, by the Oxford University Commissioners in statutes made under the Universities of Oxford and Cambridge Act, 1877, by the Schools Inquiry Commission of 1864, and by the Departmental Committee appointed to inquire into Intermediate and Higher Education in Wales. 2 The Charity Commissioners are : — Sir Henry Longley, K.C.B., Charles H. Alderson ; Edwaid Stanley Hope, and James William Lowther, M.P. ; (Endowed Schools Department) Sir George Young, Bart. : Douglas C. Richmond ; (City of London Parochial Charities Department) James Anstie, Q.C. Besides these there are several 15 to insert in such scheme a provision for a payment out of the county rate to any amount 6 not exceeding that in this Act mentioned of the expenses of carrying into effect the scheme, or any particular part thereof, and such pro- visions may accordingly, if it is thought fit, be inserted in the scheme. (3) Such scheme, if the Commissioners (after such examination or inquiry 7 as mentioned in section thirty- two of the Endowed Schools Act, 1869) approve 8 it, either without modification, or with such modifications as may be assented to by the joint education committee, shall be adopted and proceeded on by the Commissioners in the same manner as if it were a draft scheme ori- ginally prepared by themselves. (4) If the scheme is not" so adopted by the Com- missionsers, it shall be deemed to be a scheme prepared and submitted by a governing body to the Commissioners within the meaning of section thirty-two of the Endowed Schools Act, 1869, and shall be dealt with accordingly. (5) Where a County Council recommend a payment out Assistant Commissioners in each department. The Secretary of the Charity Commission is Mr. D. R. Fearon, and the offices are situate at Gwydyr House, Whitehall, London. 3 gee pp. 36 — 47 for a general sketch of the steps necessary in framing a scheme or schemes under this Act. 1 See Section 17 of this Act for a definition of intermediate and technical education. 5 See Section 12 of this Act for a definition of educational en- dowment. It is important because wider than the definition in the Endowed Schools Acts (cf. Section 3 of the Act of 1873). Under this Act educational endowments of less annual value than £100 become available for the purposes of intermediate and technical education. fi By Section 8, (3) the rate shall not in any year exceed one halfpenny in the pound on the aggregate amount of the rateable value of the property in the county. See App. p. 84. 16 of the county rate 10 a scheme may be made in pursuance of this Act, although there is no other endowment. (6) The Charity Commissioners may, if they think fit, accept a joint scheme from two or more joint education committees. (7) A joint education committee may, instead of sub- mitting a scheme, submit to the Charity Commissioners proposals 11 for a scheme, and such proposals may include, if so recommended by the County Council, a payment out of the county rate ; and the Commissioners shall pre- pare a scheme for carrying into effect such proposals, either with or without modification, but any modification to which the joint committee do not assent shall be struck out 12 of the scheme, and the scheme as so prepared, with the omission of any modification to which the joint committee do not assent, shall be deemed for the pur- poses of this section to be a scheme submitted bj r a joint 7 Endowed Schools Act, 1869, Section 32 :— " After such exami- nation or public inquiry as thej- think necessary." 8 "Approve" — i.e., adopts the scheme as one to be published; see Chapter on " The Passing of a Scheme," p. 4S. 9 If the Commissioners reject the scheme submitted to them by the Joint Education Committee and prepare and adopt another, the Joint Education Committee may, if they desire, have their own scheme as well as that of the Commissioners placed before the Committee of the Council on Education. See Sections 32 and 36 of the Act of 18G9. 10 In this Act rate-aid is practically treated as an endownent. 11 Any scheme dealing with charitable trusts necessarily in- volves the use of technical and legal phraseology. The object of this subsection is to enable Joint Education Committees, if they so desire, to obtain the assistance of the Chariy Commissioners in putting their proposals into legal form. 12 If the Joint Education Committee wish to persist in any part of their scheme so struck out by the Commissioners, they may do so by virtue of the powers conferred upon them by Section 4 (4) of this Act. 17 education committee to the Charity Commissioners, and the Commissioners shall proceed accordingly. 4. — (1) A joint education committee shall Restrictions on not without the assent of the County Council ^^cation" direct by their scheme any contribution to committee, be made out of the county rate exceeding the amount recommended by the County Council. (2) Where any part of the expenses of the establish- ment or maintenance of a school or of scholarships attached thereto is to be defrayed out of the county rate a scheme relating to such school shall provide that the county council shall be adequately represented 13 on the governing body of such school. (3) "Where a scheme under this Act does not relate to a school maintained out of the endowment, or forming part of the foundation of any cathedral or collegiate church, or where a scheme under this Act does not relate to any other educational endowment which by section nineteen of the Endowed Schools Act, 1869, is excepted from the foregoing provisions of that Act therein men- tioned, such scheme shall, in addition to the provisions of section fifteen of the said Act, provide that no religious catechism or religious formulary which is distinctive of any particular denomination shall be taught to a scholar attending as a day scholar at the school established or regulated by the scheme, and that the times for prayer or religious worship or for any lesson or series of lessons on a religious subject shall be conveniently arranged for the purpose of allowing the withdrawal of a day scholar therefrom in accordance with the said section fifteen. 13 By virtue of this sub-section and section 9 the County Council will be adequately represented on the governing body of even B 18 school receiving grants from the Treasury or from the county rate. 14 The provisions as to religious instruction in this sub-section do not apply to : — (a) Schools maintained out of the endowment or forming part of the foundation of any cathedral or collegiate church. (b) * Any educational endowment made specifically denomi- national by the express terms of the original instrument of foundation, or of the statutes or regulations made by the founder or under his authority, in his lifetime or within 50 years after his death (which terms have been observed up to Aug. 2nd, 1869), unless the governing body (constituted as it would have been if no scheme under the Endowed Schools Acts had been made) assents to the abolition or modification of the denominational restrictions, f Subject to the above qualifications religious instruction in schools is governed by sections 15 and 16 of the Act of 1869, which are as follows : — As to religious 15 — j n ev ery scheme (except as here- education in „, J. . . . L -. -. L day schools. after mentioned) relating to any endowed school or educational endowment the Commissioners shall provide that the parent or guardian of, or person liable to maintain or having the actual custody of, any scholar attending such school as a day scholar, may claim, by notice in writing addressed to the principal teacher of such school, the exemption of such scholar from attending prayer or religious worship, or from any lesson or series of lessons on a religious subject, and that such scholar shall be exempted accordingly, and that a scholar shall not by reason of any exemption from attending prayer or religious worship, or from any lesson or series of lessons on a religious subject, be deprived of any advantage or emolument in such endowed school or out of any such endowment to which he would other- wise have been entitled, except such as may by the scheme be expressly made dependent on the scholar learning such lessons. * Even in this case a day scholar is enabled to be exempted from attending prayer or religious worship or lessons on a religious subject, when such exemp- tion has been claimed on his behalf. Act of 1869 : 19. + Cf. Act of 1873 : 7. 19 They shall further provide that if any teacher, in the course of other lessons at which any such scholar is in accordance with the ordinary rules of such school present, teaches systematically and persistently any particular religious doctrine from the teaching of which any exemption has been claimed by such a notice as is in this section before provided, the govern- ing body shall, on complaint made in writing to them by the parent, guardian, or person having the actual custody of such scholar, hear the complainant, and inquire into the circumstances, and, if the complaint is judged to be reasonable, make all proper provisions for remedying the matter complained of. 16. — In every scheme (except as herein- & s to religious after mentioned) relating to an endowed ed b C ardinV n school the Commissioners shall provide- schools. that if the parent or guardian of, or person liable to maintain or having the actual custody of, any scholar who is about to attend such school, and who but for this section could only be admitted as a boarder, desires the exemption of such scholar from attending prayer or religious worship, or from any lesson or series of lessons on a religious subject, but the persons in charge of the boarding houses of such school are not willing to allow such exemption, then it shall be the duty of the governing body of such school to make proper provisions for enabling the scholar to attend the school and have such exemption as a day scholar, without being deprived of any advantage or emolument to which he would otherwise have been entitled, except such as may by the scheme be expressly made dependent on the scholar learning such lessons. And a like provision shall be made for a complaint by such parent, guardian, or person as in the case of a day school."] In addition to the provisions contained in the above two sections, the present sub-section further provides that no distinctively denominational instruction shall be given to a day scholar attend- ing a |school regulated by a scheme under this Act, and if a day scholar is by the above section 15 of the Act of 1869 exempted from attendance at religious worship or anylessou on a religious subject, 20 the time of such worship or lesson shall be conveniently arranged for the purpose of allowing his withdrawal therefrom. Thus it will be seen, as to a day scholar : — 1. No distinctive catechism or formulary shall be taught him. ■2. He is exempted from attendance during religious worship or instruction. 3. His non-attendance at such times shall not prejudice him in any way. 4. Religious worship and instruction shall be conveniently arranged for his withdrawal. And as to a boarder : — 1. He may withdraw during religious worship or instruction with the consent of the persons in charge of the boarding- houses. 2. If such consent is withheld the governing body of the school must allow him to board at a suitable place, and must make good the extra expense involved. (4) Where any power of appeal 1 "' to the Queen in Council, or power to present a petition 111 praying that a scheme may be laid before Parliament, is given by the Endowed Schools Acts to any persons or body of persons in relation to any endowment, a like power may be exercised by a county council required by the scheme to contribute a sum out of the county rate, or by a joint education committee in relation to any matter which has 1 5 Section 39 of the Act of 1869 gives this right of petitioning to the governing body of any endowment to which a scheme relates, and any person or body corporate directly affected by such scheme. lfi Section 13 of the Act of 1873 gives this power to present a petition to the governing body of the endowment to which the scheme relates, to the council of any municipal borough directly affected by the scheme, and any inhabitant ratepayers (not less than twenty) of any municipal borough or place -directly affected by the scheme. In order to avail themselves of the power of appeal and petition given by this sub-section the County Council, or joint education committee (as the case may be), must see that the matters upon which they appeal or petition shall be set out in the form of sug- gestions or objections to the scheme as first published by the Charity Commissioners. 21 ■been introduced into the scheme against the wishes of the county council or committee, as the case may be, as expressed in objections sent in writing to the Charity Commissioners before the scheme was submitted by those Commissioners for the approval of the Education Department. Constitution and Powers of Joint Education Committee. ' 5. — For the purposes of this Act there shall Establishment be appointed in every county in Wales and ° cation in the county of Monmouth a joint education committee, committee of the county council of such county con- sisting of three persons nominated 17 by the county council, and two persons, being persons, well acquainted with the conditions of Wales and the wants of the people, pre- ference being given to residents within the county for which such joint committee is to be appointed, nomi- nated by the Lord President of Her Majesty's Privy Council. Any vacancy in the joint education committee among the persons appointed by the county council may be filled up by the county council, and any vacancy among the persons nominated by the Lord President may be filled up by the Lord President. 6. — (1.) Bub-sections One and two of Sec- Transaction tion eighty-two of the Local Government of business b J by and Act, 1888, respecting the proceedings of proceedings committees of county councils, shall apply education to proceedings of the joint education coin- committee. mittee of a county council under this Act, but the acts and proceedings of the committee shall not be required to be submitted to the county council for their approval. 17 There is a doubt whether the members of the Joint Education Committee appointed by the County Council must be already members of that body. There is high authority in favour of an alternative opinion. 99 (2) The county council shall make proper provision for enabling the committee to transact its business, and the clerk of the county council shall act as the clerk of the joint education committee. Any act of the com- mittee may be signified under the hands of any three members thereof or under the hand of the clerk. (3) Any of the assistant commissioners of the Charity Commissioners shall be at liberty to attend any meeting of a joint education committee, and to take part in the proceedings, but shall not have a right to vote. By sub-section 1 of Section 82 of the Local Government Act, 1888 :— A County Council appointing under this Act any committee may from time to time make, vary, and revoke regulations respect- ing the quorum and proceedings of such committee, and as to the area, if any, within which it is to exercise its authority ; and, subject to such regulations, the proceedings and quorum and the place of meeting, whether within or without the county, shall be such as the committee may from time to time direct, and the chairman at any meeting of the committee shall have a second or casting vote. By Subsection 2 of Section 82 of the Local Government Act, 1888 : — Every committee shall report its proceedings to the council by whom it was appointed. 7. — (1) Where a county council, 1 " has re- from county commended that any scholarship should ^ate • be paid out of the county rate a scheme under this Act may contain provisions to that effect. (2) Where a county council has recommended that any annual contribution should be made out of the county rate a scheme under this Act may direct the contribution so recommended or any less contribution to be made accordingly, and shall specify the persons to whom the contribution so directed to he made is from time to time to be paid. 23 (3) The recommendation of a county council in re- spect of a contribution out of the county rate, and a scheme giving effect to such recommendation, may pro- vide that such contribution 13 shall be either a fixed annual sum, or an annual sum not exceeding a certain amount, such amount to be determined annually in manner specified in the scheme. (4) The annual contribution to be paid to any school out of the county rate in pursuance of any scheme shall not exceed the amount stated in such scheme, but may be reduced by an amending scheme made on the applica- tion of the county council or of the governing body of such school. Finance. 8. — (f) Where a scheme under this Act Expenses of providing for a contribution out of a county County rate comes into operation,' the amount from time to time payable out of the county rate in pursuance of such scheme shall be paid by the county council out of the county fund. ls The initiative power of county councils in recommending scholarships is implied in 3 : (2) By 4 : (2) the County Council shall be adequately represented on the governing body of any school to which there is attached a scholarship payable partly or wholly out of the county rate. 19 Thus the rate-aid may be a fixed annual sum, or it may be revised annually but so as not to exceed a certain fixed sum. 20 Section 45 of the Act of 18G9 provides : — A scheme shall not of itself have any operation, but the same when and as approved by Her Majesty in Council shall from the date specified in the scheme, or if no date is specified from the date of the Order in Council, have full operation and effect in the same manner as if it had been enacted in this Act. 24 (2) That amount and any expenses otherwise 1 incurred by a county council in pursuance of this Act shall be paid as general expenses of the county council. (3) The addition made to the county rate in any county for the purpose of defrayiug contributions for intermediate and technical education under this Act shall not in any year exceed one halfpenny in the pound, on the aggregate amount- of the rateable value of the property in the county, as ascertained for the purpose of the levy of the county contributions. (4) Every increase of rate levied under this section shall, in all precepts for the levy thereof, be described as a separate item of rate, and when collected from the individual ratepayer-- shall be specified as a separate item of rate. ,. M 9. — (1) The Commissioners of Her Ma- Contributions ' from jesty's Treasury shall annually out of moneys provided by Parliament pay in aid of each school aided" by the county and subject to a scheme made under this Act such sums as hereinafter mentioned. (2) The sums to be so paid shall depend on the efficiency 4 of the schools aided by the county, as ascer- 1 r.g. The expenses incurred by the Joint Education Committee in procuring adequate information and other assistance in connec- tion with the preparation of a scheme. - See Appendix page 84. :i i.e., out of the county rate. Thus, in order to entitle a school to a grant from the Treasury, it will be necessary that such school shall receive some contribution from the county rate, even though such school may possess endowments adequate for its support. ' '■ Efficiency" was substituted for "merit " (the word used in the original Bill I. as the term merit-grant, though not itself a payment on individual examination, is bound up with the system 25 tainecl by such annual inspection and report as may be required by the regulations"' from time to time made by known as " Payment by Results," to which of late so much objection has very rightly been taken. 5 As yet the Treasury has published no "regulations," but some clue may be obtained as to their nature from the 36th Report of the Charity Commissioners, 1888-9, in the portion descriptive of the administrative inspection of endowed schools instituted by them in 1888. Paragraph 30, containing the instructions given to the assistant commissioners who acted as inspectors, runs as follows : — In arranging for this inspection we directed our assistant commissioners in each case to inquire as to the carrying into effect of the provisions of the scheme, and to take note of any point in which they had either not come into operation, failed of effect, or been disregarded ; and to report, according to the circumstances, What reasons were alleged for failure or disregard, whether any amendment of the scheme appeared proper to bo made or was desired by the governing body, and what steps, if any, were required to be taken m order that the practice in the future might conform to the law. Attention was further to be particularly directed to the working of the clauses usually inserted in schemes prescribing the manner of appointing representative governors and other business arrangements ; to the financial arrangements of the endowment as prescribed by the scheme, and to any temporary provisions which might be in opera- tion or ceased to operate ; to the educational arrangements of the school and scheme ; to the course of instruction, whether in regard to subjects prescribed it was in accordance with the scheme, and in regard to other subjects (if any) ; whether it was suitable to the grade of school contemplated ; to the working of the clauses allow- ing extra fees, especially the extra fee often prescribed for Greek in second-grade schools ; to the Exhibition and Scholarship Clauses, the preferences established by scheme, the places to which away- going exhibitions were taken, and from which boys came with extraneous exhibitions ; and, lastly, to the condition of the buildings, completeness of plant, and sufficiency of apparatus, especially for scientific teaching, to the adequacy or otherwise of staff, to the rate of fees actually charged to the scholars, and of capitation fees paid to the head master, to the number of scholars in the school, and to the degree of favour with which it was regarded in the neighbourhood or by the class for whom it was intended. 26 the Treasury for the purposes of this section, and shall be of such amounts as may be fixed by those regula- tions, and shall be paid in manner provided by those regulations. (3) The aggregate amount of the sums paid by the Commissioners of Her Majesty's Treasury in any year in respect of the schools in any county shall not exceed the amount payable in that year in pursuance of this Act out of the county rate. (4) The Treasury may from time to time make, and, when made, vary and revoke, regulations for the purposes of this section. Power to 10. — The purposes" for which the governing Public works body of a school may be authorised in pursu- Loan Com- . missionersto ance °* tnis -^ ct to borrow money shall be Lend. purposes for which the Public Works Loan Commissioners may lend to such governing body. Supplemental Provisions. Duration of H- — The powers conferred by this Act powers of on a \ [ n i education committee shall not, joint educa- tion com- unless Parliament otherwise directs, be exer- suspension cised by the committee after the expiration of powers of of three years 7 from the date of the commence- Charity Com- missioners, ment of this Act, and, during the continuance 6 Probably to provide and enlarge schoolhouses, see 32 & 33 Vict., c. 56, s. 7: 33 & 34 Vict., c. 75, s. 57 ; 3s & 39 Vict., c. 89, s. 9 and 1st schedule. 7 The pi iwers of a joint education committee lapse unless Parlia- ment otherwise directs on Nov. 1st, 1892. ~ The three draft schemes which have been prepared, published, and circulated, and to which this part of the section refers, are : — Jones' Charity at Monmouth ; Abergavenny Grammar School ; Wrexham Grammar School. •tioLi 32 of the Act of 1869 contains provisions for the prepara- tion of a draft scheme of the Charity Commissioners, and section 33 of the Act of 1869 enacts that the commissioners shall print and publish such draft schemes. 27 of the powers of the committee under this Act, all powers which otherwise might have been exercised by the Charity Commissioners of making, establishing, or sub- mitting (independently of any scheme submitted by the joint education committee) a scheme for the administra- tion of any educational endowments within the county of such committee, shall, except with the consent of the Education Department, be suspended, and not be exer- cised by them in relation to such endowments. Nothing in this Act shall prevent any proceedings under the Endowed Schools Acts in relation to any scheme of which a H draft has been prepared, published, and circu- lated before the commencement of this Act, in pursuance of sections thirty-two and thirty-three of the Endowed Schools Act, 1869,'' and such scheme may be proceeded with, submitted for approval, and come into operation as if this Act had not passed. 12. — (1) An educational endowment "' Description of within the county of a joint education com- endowments ^ ,. i -I applicable to mittee means any aducational endowment pu rp se of the which is applied in the county or is appro- Act - priated for the benefit of the natives or inhabitants of the county, or of some of such natives or inhabitants, or their children, or where the benefits of such endowment are divisible between two counties or between the 1,1 The definition of •' educational endowment " in the Act of 18G9. Section 5, is as follows: — "In this Act, unless the context other- " wise requires, the term ' educational endowment ' means an en- " dowmeut which or the income whereof has heen made applicable " or is applied for the purposes of education at school of boys and " girls, or either of them, or of exhibitions tenable at a school or a " university or otherwise, whether the same has been made so " applicable by the original instrument of foundation or by any " subsequent Act of Parliament, letters patent, decree, scheme, 28 counties in Wales and the county of Monmouth, or any of them, and any place outside of Wales and the county of Monmouth, then means so much of the endowment as the Charity Commissioners may determine to be applicable for the benefit of the county of the joint education committee. 33 & 34 Yict. c. (2) Any school or endowment 10 of a school 75> to which section seventy-five of the Elemen- tary Education Act, 1870, applies, and any endowed school to which section three of the Endowed Schools Act, 1873," applies, shall, if the school is in the county of a joint education committee under this Act, be for the purposes of the Endowed Schools x\cts and this Act an educational endowment and endowed school within the county of such committee. " order, instrument, or other authority, and whether it has been " made applicable or is applied in the shape of payment to the " governing body of any school, or any member thereof, or to any " teacher or officer of any school, or to any person bound to teach, "or to scholars in any school or their parents, or of buildings, " houses or school apparatus for any school, or otherwise how- " soever." Section 29 of the same Act widens the above definition. " For the purposes of this Act endowments attached to any school for the payment of apprenticeship fees, or for the advancement in life, or for the maintenance or clothing or otherwise for the benefit of children educated at such school, shall be deemed to be educational endowments. Provided that nothing shall be construed to prevent a scheme relating to such endowment from providing, if the govern- ing body so desire, for the continued application of such endowment to the same purposes. Section 30 of the same Act permits the application, with the consent of the governing body, of non-educational charities to educational purposes. The section is as follows: — In the case of any endowment which is not an educational en- dowment as denned in this Act, but the income of which is appli- cable wholly or partially to any one or more of the following pur- 29 poses, namely — Doles in money or kind; marriage portions; re- demption of prisoners and captives ; relief of poor prisoners for debts ; loans ; apprenticeship fees ; advancement in life ; or any purposes which have failed altogether or have become insignificant in comparison with the magnitude of the endowment, if originally given to charitable uses in or before 1800 — it shall be lawful for the Commissioners, with the consent of the governing body, to declare by a scheme under this Act, that it is desirable to apply for the advancement of education the whole or any part of such endow- ment, and thereupon the same shall for the purposes of this Act be deemed to be an educational endowment and may be dealt with by the same scheme accordingly. Provided that : — (1) In any scheme relating to such endowment due regard shall be had to the educational interests of persons of the same class in life or resident within the same particular area as that of the persons who at the commencement of this Act are benefited thereby. (2) No open space at the commencement of this Act enjoyed or frequented by the public shall be enclosed in any other manner than it might have been if this Act had not passed. The [definition of "educational endowment" is so far as Wales is concerned considerably enlarged by this sub-section. Section 75 of the Elementary Edncation Act is as follows : — Where any school or any endowment of a school Application of was excepted from the Endowed Schools Act, small endow- 1869, on the ground that such school was at the ments. commencement of that Act in receipt of an annual Parliamentary grant, the governing body (as defined by thai Act) of such school or endowment may frame and submit to the Education Depart- ment a scheme respecting such school or endowment. The Education Department may approve such scheme, with or without modifications, as they think lit. The same powers may be exercised by means of such scheme as may be exercised by means of any scheme under the Kndowed Schools Act, 1869 ; and such scheme, when approved by the Education Department, shall have effect as if it were a scheme made under that Act. A certificate of the Education Department that a school was at the commencement of the Endowed Schools Act, 1869, in receipt of an annual Parliamentary grant shall be conclusive evidence of the fact for all purposes. 30 Exception of ll ^ n< ^ section 3 of this Act of 1873 is as follows : — elementary Where an endowed school, not being a grammar schools from school as defined by the Act of the session of the 32 & 33 Vict., thir( j an( j f om . t i 1 y ears f the reign of Her present c 56, and , , . , n , application Majesty, chapter seventy-seven, or a department of thereto of such a grammar school, is at the commencement of 33&34Yict. this Act an elementary school within the meaning c. 73. s. 75. of the Elementary Education Act, 1870, and the gross average annual income of the aggregate educational endow- ments of such school during the three years next before such commencement did not exceed one hundred pounds, in such case after the commencement of this Act nothing in the principal Act shall apply to such school or the endowments thereof, and section seventy-five of the Elementary Education Act, 1870, shall apply to such school and the endowments thereof in like manner as if it were a school which, at the commencement of the principal Act, was in receipt of an annual parliamentary grant, and schemes may accordingly be framed, submitted, and approved under the said section with reference to such school and endowments. Provided, that nothing in this section shall prevent the Commis- sioners from making, on the application of the governing body of an endowment of which part only is an educational endowment to which this section applies, a scheme dealing, in pursuance of the principal Act, with the part of such endowment applicable or applied to other charitable uses, and in such case the scheme may deal with the endowed school and endowment thereof in like manner as if this section had not been enacted. The governing body of every school to which this section applies may, if they think fit, charge such fees to the scholars as may from time to time be approved by the Committee of Council on Educa- tion, and shall permit the school to be inspected and the scholars therein to be examined by one of Her Majesty's Inspectors of Schools at such times and in such manner as the Committee of Council on Education may from time to time direct. The certificate of the Charity Commissioners for England and Wales that a school is ,or is not a school to which this section applies shall be conclusive evidence of the fact for the purposes of the principal Act and this section. The Endowed Schools Act, 1869, Section 8 (3), exempted from its operation all schools in receipt of Parliamentary grant (other than grammar schools as defined by 3 and 4 Vict., c. 77, and schools a department of which only is in receipt of such grant. The Elementary Education Act, 1870, Section 75, empowered the Education Department to approve a scheme framed by the 31 13. For the purpose of any scheme under const uction this Act every notice relating to the scheme of Act ln J relation to shall be sent 12 to the joint education com- endowments mittee concerned therein in like manner as purposes 6 if they were a governing body, and such thereof - committee shall, during the duration of their powers under this Act, have the same power of applying to the Charity Commissioners with respect to any educational endowment within their county as if they were the governing body of that endowment. Nothing in this Act shall authorise the making of any scheme inter- fering with — (1.) Any endowment given either by present gift made subsequently to the passing 13 of the Endowed Schools Act, 1869, or by the will of a testator who died subsequently to the passing of the said Act, unless the founder or governing body of such endowment assents to the scheme. In the case of an endowment or part of an endow- governing body of such schools for their regulation. The Endowed Schools Act, 1873, Section 3, exempted from the operation of the Endowed Schools Acts all educational endowments of less annual value than €100. The Welsh Intermediate Education Act, 1889, Section 12, places all endowed schools and educational endow- ments under the control of the Joint Education Committees, and thus makes available for purposes of intermediate and technical education all (a) modern educational endowments, though of less value than £100. (a) See Section 13. 13 After a scheme of the Joint Education Committee has been submitted to the charity commissioners the latter must give the former information as to the steps taken respecting such scheme, e.g., publication, circulation, holding of inquiries. 13 The date of the passing of the Endowed Schools Act, 1869, is August 2nd, and in this section this date (August 2nd, 1869) is substituted for August 2nd, 1819, in the Act of 1869. 32 ment given either by present gift made subsequently to the passing of the Endowed Schools Act, 1869, or by the will of a testator who died subsequently to the passing of the said Act, sections" twenty-five and twenty- six of the said Act shall for the purposes of a scheme under this Act, and subject to the provisions of this Act, apply in like manner as if the same and any older endowment or part of an endowment were respectively in the said sections substituted for an endowment or part of an endowment originally given to charitable uses less or more than fifty years before the commencement of the said Act. 14 Sections 25 and 26 of this Act of 1869, read mutatis mutandis in the light of this section will be as follows : — (Section 25.) Where an endowment or part of an endowment originally given to charitable uses after August 2nd, 1869, lias, by reason of having been spent on school buildings or teachers' resi- dences, or playground or gardens attached to such buildings or residences, become so mixed with an old endowment given before August 2nd, 1869, that in the opinion of the Commissioners (subject to appeal to Iter Majesty in Council), it cannot be conveniently separated from such old endowment, then the whole endowment shall for the purpose of this Act be deemed to be an endowment originally given to charitable uses before August 2nd, 1869. (Section 26.) Where part of an endowment has been originally given to charitable uses on or before August 2nd, 1869, and another part after August 2nd, 1869, and the two have not become mixed, so that they cannot conveniently be separated, and the governing body do not assent to the scheme dealing with the part of the en- dowment given on or before August 2nd, 1869, the scheme relating to the old part of the endowment shall, subject to appeal to Her Majesty in Council, apportion such parts, and may direct either that the endowment shall be divided and appropriated accordingly in manner provided in the scheme, or that the whole endowment shall be vested in the governing body of one of such parts; and that the portion which is to be applied by the governing body of the other part shall be a debt due to them from the other governing bodv, and shall be a tirst charge on the endowment after payment of any charges existing thereon at the date of the scheme. 33 14.— Nothing in the Endowed Schools Exemption of schemes from Act which is inconsistent with any of the certain provi- provisions of this Act shall apply in the d owed °schoois case of any scheme under this Act, but sub- Acts * ject to this enactment the powers conferred by this Act shall be in addition to, and not in derogation of, the power under the said Act. 15. — The Oharitv Commissioners shall in Report by Charity Com- everj year cause to be laid before both m ssioners. Houses of Parliament a report of the proceedings under this Act during the preceeding year. 16. — (1) In this Act the expression Application of Act to counties "county" means an administrative county as and county defined in the Local Government Act, 1888, 5i&52|Yict.c.4i and includes a county borough within the meaning of that Act; and the expression "county council' in- cludes tlie council of a county borough. (2) Any sums payable by the council of a county borough in pursuance of this Act shall be paid out of the borough fund or borough rate. 17. — In this Act unless there is something . General ° definitions. in the context consistent therewith — The expression " intermediate education 1, " means a course of education which does not consist chiefly of elementary instruction in reading, writing, and arith- metic, but which includes instruction in Latin, Greek, the ''Velsh and English language and literature, modern languages, mathematics, natural and applied science, or in some of such studies, and generally in the higher 1B The definition of "intermediate education" is taken from the Education (Scotland) Act, 1878, section 20, with the addition of "the Welsh and English language and literature." c 34 branches of knowledge, but nothing in this Act shall prevent the establishment of scholarships in higher or other elementary schools ; The expression " technical education 1 ' " includes in- struction in — | Any of the branches 17 of science and art with respect to which grants are for the time being made by the Department of Science and Art : iii.i The use of tools, and modelling in clay, wood, or other material : hi. ) Commercial arithmetic, commercial geography, book-keeping, and shorthand ; Any other -mbjeet applicable to the purposes agriculture, industries, trade, or commercial life and practice, which may be specified in a -cheme. or proposals for a scheme, of a joint education committee as a mstruction - dted to the needs of the district ; but it shall not include teaching the practice of any trade, or industry, or hnploynient. 32&33Vici xhe expression "Endowed Schools A ■ c. 56. 36 & 37 Vict, mean- the Endowed Schools Act-. 1869, 1873, 37 & 38 Vict. a,m 1 S '^ : c. 87. The expression "Education Department" means the Lords of the Committee of Her Majesty's Privy Council on Education : The expression ■■Charity Commissioners"' means the Charity Commissioners for England and Wall-; The expression "scholarship" includes exhibition or other educational emolument; 16 Compare the definition in the Technical Instruct* as Act, p. See Appendix F. pp. !><>— 100. 35 The expression "parent" includes guardian and every person who is liable to maintain or has the actual custody of a child ; The expression "scheme under this Act" means a scheme under the Endowed Schools Act as amended by this Act. 18 18 The term " Governing Body" is thus defined in section 7 of the Act of 1869 : — " Any body corporate, persons or person who have the right of holding, or any power of government of or manage- ment over any endowment or, other than as master, over any en- dowed school, or have any power, other than as master, of appoint- ing officers, teachers, exhibitioners or others, either in any endowed school, or with emoluments out of any endowment." 36 THE FEAMING OF A SCHEME. The Welsh Intermediate Education Act came into operation on November 1, 1889. The initiative in setting its machinery in motion rests with the County Councils. It will be the duty of each County Council on November 7th, the date of the first meeting in the new local government year, to nominate three persons to serve on the Joint Education Committee for the county. It may, on the same date, recommend, for the purposes of the Act, a payment out of the county rate to an amount not exceeding one halfpenny in the pound on the aggregate amount of the rateable value of the property in the county. It may further recommend that a portion of this sum shall be devoted to scholar- ships and exhibitions. It shall be adequately repre- sented on the governing body of every school assisted out of the county rates. The Joint Education Committee of each county will consist of five persons. Besides the three persons nominated by the County Council, two persons " well acquainted with the conditions of Wales and the wants of the people, preference being given to residents within the county," shall be nominated by the Lord President of Her Majesty's Privy Council. Any of the assistant commissioners of the Charity Commissioners shall be at liberty to attend any meeting of a joint education committee, and to take part in the proceedings, but shall not have a fight to vote. 37 The duties of the Joint Education Committee are such as to make it in many respects a Charity Commission for the county until November 1st, 1892, when, unless Parliament otherwise directs, its powers will lapse. It will have the power of making, establishing, and sub- mitting a scheme or schemes for the administration of any educational endowments within the county, and for the establishment of schools even where there art' no endowments. The schemes will direct the constitution of the governing body of each school, will make regula- tions as to the property, the discipline, and the fees, and generally prescribe the subjects to be taugbt in each school. They will also direct which schools shall be purely day schools, which boarding schools, and which both. In the framing of schemes, the following considera- tions must be kept in view. A. Funds available. — These consist of : — (1) Endowments. (2) County Rate. (3) Treasury Grant. (4) Grants from the Science and Art Depart- ment. (5) School Fees. (6) Local Subscriptions. (1) It will be no easy task to ascertain the aggregate amount accruing from endowments which are available for the purposes of the Act. The following Parlia- mentary Papers will be found useful, and for the members of the Joint Education Committee indispen- sable. 38 Schools Inquiry Commission, Vol. xx. (Monmouth- shire and Wales). Reports of the Charity Commissioners. General Digest of Endowed Charities. Departmental Committee's Report on Intermediate and Higher Education in Wales (1881). Endowments change and vary in value and applica- tion so largely, that the information contained in the above Parliamentary papers must be checked and veri- fied by reference to the Charity Commissioners or their assistant commissioner, who will attend the meetings of the Joint Education Committee. This is specially necessary in the cases of mixed endowments applied partly to education and partly to almshouses, and doles in money or in kind. Furthermore, by the En- dowed Schools Acts, non-educational doles and charities may. by the consent of the trustees, be made applicable to education. The evidence given before the Depart- mental Committee went strongly in favour of such application. " Give them," said the late Bishop of St. Asaph, " as exhibitions to poor meritorious boys. That would be better for the district than giving money in doles as at present." " Charitable Endowments," said the Bishop of St. David's likewise, " are worse than use- 1 [These and all other Parliamentary Papers maybe purchased from P. S. King & Son, King Stieet, Westminster, London, S.W. The first two can be had for each county separately. The Report for each county costs about 6/6, and the digest about 3d. The Welsh volume of the Schools Inquiry Commission is a perfect storehouse of information, containing, as it does, the special reports of Pro- fessor Bryce (now M.P. for Aberdeen) and Mr. H. M. Bompas, Q.C., the assistant commissioners, who visited all the endowed schools in Wales, and tabulated all the information then available as to Welsh Educational Endowments. It> price is 1 8. 39 less; apply them to exhibitions." "I would rather," testified the rector of Llandyrnog, " see money given to educate boys at the grammar school than given in doles as they are now given in my parish." It will thus be necessary for the Joint Education Committee to consult the trustees of such charities as to their willingness to devote a part or the whole of the charities to the pur- pose of establishing exhibitions for poor meritorious boys and girls, or for travelling instructors, who might hold classes or give lectures in villages. With a view to the possession of information necessary for the drafting of schemes, it would be well for Joint Education Committees to hold public inquiries in localities likely to be affected by their schemes. Local information as to the amount, disposition, and control of endowments could thus be secured. The Committee could further ascertain on the spot the educational needs and require- ments of the locality. Public interest in the successful working of the Act would be quickened by such local inquiries, and an impetus would be given to local effort in providing suitable school buildings. For, as the Schools Inquiry Commissioners reported in 1868, " no skill in organisation, no careful adaptation of the means in hand to the best ends, can do so much for education as the earnest co-operation of the people." (2) The amount available from the rate of each county is given in Appendix B, page 84. It is to be hoped that every county council will authorize the full half- penny rate. In the apportionment of the rate the Joint Education Committee will be largely guided by the amount of the endowments available, and the extent of the local effort made for the provision of school build- 40 ings. \ generous portion of the rate may be given to a badly-endowed district which will show itself ready to fcestif} to its appreciation of education by effort and sacri- fice. Well-endowed schools, however, must have some share of the county rate, if it is desired that they shall receive a grant from the Treasury. 1 Part of the rate will most likely be devoted to scholarships and exhibitions, although it is to be hoped that this will be rendered largely unnecessary by the appropriation of parochial doles and charities.- A portion of the rate ought also to be allotted for the payment of visiting and occasional teachers. In many counties the secondary schools will necessarily be small and unable to command a large staff of teachers. Their work could, however, be much facilitated and its value much enhanced by a stated number of hours' teaching in certain subjects of art, science, or handwork, by a teacher engaged to visit several schools within a district or county. Much of the earlier work of the new and re-organised secondary schools will he tentative and experimental. The more ssary is it therefore, that some portion of the rate should be apportioned for the special purpose of supply- ing new, changing, or occasional educational needs. (3) The Treasury grant will be paid in aid of schools aided by the county, and subject to a scheme made under the Act. The method of determining the grant will be set forth in regulations to he made from time to 1 Intermediate Kducation (Wales) Act 1889: 9 (1). 2 Scholarships and exhibitions need not necessarily involve a money payment, hut may take the form f free admissions to the schools. It would be advisable that in eery school 10 per cent should have free admission. The scholars thus admitted would be on the foundation. 41 time by the Treasury. During the passage of the Intermediate Education Bill through the Commons the Government accepted an amendment designed to obviate the system of "payment by results." By accepting the word "efficiency" instead of the now more technical word "merit," the Government implied its intention to make "animal inspection" mean, not alone examination of pupils, but the whole equipment of the school, its course of instruction, its sufficiency of apparatus, its fees, and the degree to which it may command the favour, and meet the needs of the district in which it is situated. In this connection it may be well to quote the words of Lord Cranbrook, the Lord President of the Council, on the second reading of the Bill in the House of Lords: — " There are not the means of providing adequate edu- cation within the Principality, and this Bill has been pressed on all hands with a view of supplying that deficiency in secondary schools. The Bill provides that the counties may have power to rate themselves up to -h\. in the fi, and provision is made that if upon inspec- tion the schools are found to be adequate for their purpose, and to be carrying on work which is advan- tageous to the Principality, a grant may be made in no •case exceeding the sum found by the counties. But, my lords, the mode in which we have dealt with the ques- tion in this instance need not he made a precedent •elsewhere, for the circumstances existing in Wales, as I have pointed out, are very peculiar. Hardly any of the ■counties in Wales have endowments of any value, for those which exist are very small ones, so that in comparison with England they are very deficient in 42 those means of education which are supplied to so large a degree in the English counties." Thus rate aid and Treasury grant are in the nature of endowments designed to place secondary schools in Wales on something like a level with those in England. (4) So placed, the governors of Welsh secondary schools may in future look with some confidence to the extension of science and art teaching, through the instrumentality of South Kensington. The grants made by the Science and Art Department are given for par- ticular subjects, and in certain case-, for fittings, apparatus, and examples. All the information upon the work of this department, and the inducements which it offers for art and science teaching, will be found in the " Directory for establishing and conducting Science and Art Schools and Classes," published annually, price sixpence. Further and valuable infor- mation may also be found in the annual " Report of the Department of Science and Art," price one sbilling and fivepence. The conditions of grants for building and apparatus, and the lists of subjects in Science and Art for which payments are made, will be found in Appendix F, pp. 95—102. In Wales (including Monmouth) in 1888 there were 5,143 science and 2,059 art students. Schools and classes in W r ales received grants for the teaching of science £3,152 0s. 10d., ami for ait £949 16s. The apparatus grants for science amounted to £185 16s. 7d., and for art £15 17s. 5d. In 18S2-3 Cardiff received a building giant of £365 for a School of Science and £500 for a School of Art. In 1887-8 Swansea received £500 for a Science and £500 for an Art School. Wales ought in future to aim at the wide 43 augmentation of these grants as a result of extended means of education. (5) The next source whence funds will he drawn for the maintenance of the schools is the fees of the children. The minimum and maximum fee will he inserted in the scheme. Considering the means and resources of a large majority of Welsh parents, it will he advisable to have the fees as moderate as possible. Thus alone can the schools become the people's schools, conferring benefits, not on a class, but on the community. (6) The remaining source of income for the equipment of secondary schools is the generosity of the people. Appeal to this should chiefly be made for the provision of handsome and suitably-fitted buildings. There will, no doubt, be keen competition among towns for securing new schools. The decision will be given in favour of the towns and districts which will show themselves most capable of public-spirited effort. When the Charity Commissioners reorganised Dr. Williams' Charity, they decided that the high school for girls to be established should be placed in the town that would secure a site and £1,000 for the buildings. Several towns were unwise enough to refuse the offer. Dolgellau grasped the golden opportunity, and has been thrice blessed and abundantly repaid. Some such condition as that will most probably be inserted in all schemes framed by the Joint Education Committees. B. Existing educational provision. ^-lt is of the first importance that the Joint Education Committee should make itself thoroughly acquainted with the character and extent of the education now provided within its county, the number of scholars in secondary schools, u the courses of instruction, the number of schools that have been re-organised by the Charity Commissioners, the number of schools in receipt of Science and Art Grants, and the number and value of private or proprie- tary schools. Much of this necessary information can be obtained by means of the local inquiries recom- mended above in connection with the collection of information relating to endowments. Two Parlia- mentary returns relating to educational endowments in Wales (of £100 and upwards), for which schemes have or have not been published, will be found in Appendices D and E, pp. 86 — 91, together with replies as to technical instruction given in schools governed by Charity Com- missioners' schemes. C. Estimate of future educational provision. — This must necessarily depend to a large extent upon the funds available, and not least upon the local efforts made for the provision of buildings. The Schools Inquiry Commission declared that 16 boys out of every 1,000 of the population ought to be receiving secondary instruction. Even taking 12 boys and adding 8 girls, the number per 1,000 should be 20. Every county would do well forthwith to make this its immediate aim. With this aim in view, there will then come for consideration the questions how far the present schemes should be amended, how best to group and re-organise the endowments for which no schemes have been made, where new schools ought to be established, what should be the curriculum of each school, and how most pro- ductively to apportion the rate as between schools, scholarships, and peripatetic teachers. Having thus reviewed the whole field, the question 45 will have to be settled whether to proceed to frame one scheme for the county, or one scheme for each school. This must largely depend upon the circumstances of each county, but in view of the many and tedious steps necessary for the passage of schemes, it would appear more advisable to have one scheme for the whole county, or if joint education committees combine, for two or more counties.' 1. Copies of Schemes already published may be had from the Charity Commissioners, or from the Clerk to the Governing Body of the Endowment, for which a scheme has been made. The Schemes made for the Scotch Endowed School Commission may be obtained for about a penny each from P. S. King within the meaning c - 52 - of the Public Health (Ireland) Act, 1878. (2) The local rate for the purposes of this Act shall be:— (a) In the case of an urban sanitary authority, the rate or fund applicable to the expenses in- curred or payable by such authority in the execution of the Public Health (Ireland) Act, 1878, under the provisions of the said Act ; (b) In the case of a rural sanitary authority, the rate or rates out of which special expenses incurred in respect of any contributory place or places are payable under the provisions of the said Act. (3) A local authority may borrow for the purposes of this Act as if the purposes of this Act were purposes for which the sanitary authority are authorised to borrow under the Public Health (Ireland) Act, 1878. 65 (4) Any reference to the Public Health Act, 1875, shall be construed as a reference to the Public Health (Ireland) Act, 1878. 8. In this Act, the expression, "technical Meaning of technical instruction ' " shall mean instruction in the and manual . , e ■ t i_ v i i j. instruction. principles ol science and art applicable to industries, and in the application of special branches of science and art to specific industries or employments. It shall not include teaching the practice of any trade or industry or employment, but, save as aforesaid, shall include instruction in the branches of science and art with respect to which grants are for the time being made by the Department of Science and Art, and any other form of instruction (including modern languages and commercial and agricultural subjects), which may for the time being be sanctioned by that department by a minute laid before Parliament and made on the representation of a local authority that such a form of instruction is required by the circumstances of its district. The expression "manual instruction" shall mean instruction in the use of tools, processes of agriculture, and modelling in clay, wood, or other material. 9. — This Act shall not extend to Scotland. Act 10. — This Act may be cited as the Sh rt title. Technical Instruction Act, 1889. 66 EXPLANATOEY NOTE TO THE TECHNICAL INSTEUCTION ACT, 1889. By virtue of the Technical Instruction Local authority. ^ ct , 1889, certain local authorities have power to grant rate-aid in support of technical or manual instruction in their districts. 1 The local autho- rities recognised hy the Act are — County Council, Town Council, and Urban Sanitary Authority.- These bodies may delegate" any of their powers under the Act (except that of raising or borrowing money) to a committee consisting wholly or partly of their own members. 4 Technical The subjects of instruction to which the and Manual instruction. Act applies are carefully defined. In so far as Wales is concerned, we have two distinct definitions of technical education, and it will be seen by comparing the Intermediate Education (Wales) Act, section 17, and the Technical Instruction Act, section 8, that manual instruction in the latter section is included in the definition of technical education in the former. The only important limit placed upon the scope of technical teaching is the provision that it shall not nclude the direct teaching of any trade." The applica- tion of science and art to industries covers a wide field, and the branches of science and art included in the directory of the Science and Art Department (see Appx. F, pp. 96- 100) give an indication of the various phases i§l: (1). a §4:1. 3 It is to be hoped that when this power of delegation is used, the committee to whom power is entrusted will largely consist of practical men, and will contain representatives of the local working class organisations. t § 1: (2). i 8. « § 8 . 67 of instruction which come within the purview of the Technical Instruction Act. Further, any other subjects (including modern languages and commercial and agricultural subjects) may, on the recommendation of the local authority, with the sanction of the Science and Art Department, be brought within the Act. 6 The local bodies above named may levy a Rate Aid. rate not exceeding one penny in the pound for the purposes of the i\ct, 7 but no part of the money so raised is to be applied in teaching children working in the standards of elementary schools, 8 nor shall any grant be made to any school which is conducted for private profit. 9 In order to secure the fair distribution of the local rate so levied, it is provided that the school board or managers of any school supplying efficient technical instruction may apply for a share of the rate, and if their claim is admitted, the rate-fund will be distributed amongst the schools in proportion to the nature and amount of efficient technical or manual instruction supplied by them. 10 If a dispute arises the matter shall be referred to, and determined by, the Science and Art Department. 11 The local authority shall be represented on the governing body of all institutions (except board schools) which receive assistance from the rates in pursuance of " $ 1 : (1) and § 1 : (1) (g). S §1: (1) (a). The words of the Act are "scholars receiving instruction at an elementary school in the obligatory or standard subjects." Thus it is not merely ex-seventh standard scholars who may be assisted out of the rates, but children who have passed the obligatory standard, and are not actually working in the standard subjects at the time. »§l:(l)(f). » |1 : (1) (d). "SI: (11(f)- 68 this Act. The number of representatives so appointed will be determined by the assistance given from the rates, and will be in proportion to the relation which such assistance bears to all the other sources of income other than public money utilised for manual and tech- nical instruction. 12 The accounts of a rate-aided school in so far as they refer to the application of money granted in aid under the Act shall be verified in such maimer as the local authority may require, and the managers of a school are personally liable for any rate-money improperly applied. 18 The right of board 14 and voluntary elemen- Elementary tary schools to obtain rate-aid for the pur- schools, pose of giving technical instruction to children not working in the standards is limited by three considerations : — (1) Such schools must show that they are already supplying technical instruction to the satisfac- tion of the Science and Art Department." (2) Such schools must render an account to the local authority of the way in which the rate- aid has been expended, and must submit such account to a public audit. 1 ' 1 (3) Voluntary (but not board) schools must be willing to accept representation of the rating authority on their board of managers. 17 science and The power exercised by the Science and Art Depart- . , _ ...... ment. ^- r t Department over technical education is evidently different from that which it exercises over the "§l:(l)(e). 13 §5- i* It must be remembered that this Act does not interfere in any way with any existing powers of school boards with respect to the provision of technical and manual instruction. § I : (3). " § 1 : (1) (d). 16 § 5. " § 1 : (1) (e). is § 8 . 69 teaching of subjects for which it gives grants. It is the local authority which organises technical instruction as it pleases, and it levies the rate (within the penny limit) according to its own discretion. The functions of the Science and Art Department are : — (1) Deciding whether any particular form of in- struction comes within the provisions of the Act. 18 (2) Laying down the conditions under which Im- perial grants shall be made in aid of technical education. 19 (3) Determining any dispute which may arise as to:— (/.) The general sufficiency of the amount of rate levied for the purposes of the Act. (n.) The right of a particular institution to par- ticipate in the rate-fund. (Hi.) The amount allotted to an institution which has such right of participation. (iv.) The extent and mode in which the local authority is to be represented on the govern- ing body of such an institution.- No religious test of any kind is to be conscience required of a scholar receiving technical clause, or manual instruction (whether at Board or voluntary elementary schools or elsewhere) under this Act, and no denominational teaching is to be given to any scholar attending such a school solely for the purpose of receiv- ing technical or manual instruction, and the times of prayer and religious worship are to be arranged to allow of the withdrawal of such a scholar therefrom.' 21 19 S 3. 20 § 1 : (1) (f). -Ml: (1) (b) and § 1 : (1) (c). 70 Working The various needs of localities must be met of the Act. by a variety of methods. The character of technical instruction in any place will depend to a large extent upon the local industry, and thus it would be impossible, even in rough outline, to indicate the form of a general scheme. Each locality knows its own needs, and under the present Act (subject to the sanction of the Science and Art Department) may proceed to organise its system of instruction according to its requirements. The opportunities given by the present Act ought to be utilised in order to prepare for the broader measure of technical instruction which must be passed at no distant date. 22 22 A National Association has been formed in England for the promotion of technical education. We have found their publica- tions of great service in our comment upon the Act. This Associa- tion, which has its headquarters at 14 Dean's Yard, London, S.W., is prepared to furnish information and to give counsel and advice upon the subject of technical education to any place desirous of availing itself of the provisions of the Act. SUGGESTIONS FROM THE EDUCA- TIONAL SYSTEMS OF OTHEE COUNTRIES. " Principia docent, exempla trahunt." SWISS ENTHUSIASM FOR EDUCATION. " With the matter of education," wrote Mr. (now Sir) Horace Rumbold, when secretary of Legation, at Bern, the Swiss people manifest a veritable passion, and it is a thing worthy of sincere admiration, though but natural, perhaps, in the land that gave birth to Rousseau, Pestalozzi, Fellenberg and others, to note what heavy self-imposed pecuniary sacrifices they cheerfully make to the cause. The public foundations, the private gifts, the State contributions devoted to education by this otherwise thrifty, close-fisted race, may be truly said to be noble in the extreme." A Swiss citizen takes an honest pride in his school, and everything connected with it. The school-house in any town or village, from the capital of the Canton to the most remote hamlet, is certain to attract the notice of a stranger as one of the most solid and commodious buildings in the place. No site, however costly, would be looked upon as thrown away by being used for a school-house, provided there were good reasons for believing that particular spot to be the healthiest, the most central, and, generally, the most suitable position that could be found in the district. We may mention two instances of this — one in Zurich, where a school was built at a cost of .£43,000, on the Linthescher Platz, one of the chief open spaces in the city ; the other in Bern, where a couple of houses in the more modern part of the Rue Fedt'-rale were purchased for the purpose of being converted into a girls' school. No subjects take up a larger share of the attention of the commercial or cantonal authorities than those which relate to the schools under their supervision. It is difficult for an Englishman, who seldom takes up a local newspaper without seeing some case brought before the magistrates in which a parent is prose- cuted by the School Board for refusing to send his child to school, or for non-payment of fees, to understand the eager and deep-rooted enthusiasm with which a Swiss, be he young or old, regards the educational system of bis country. Throughout his whole life, from the day he enters it as a junior scholar till he becomes a man and has to bear his part 72 in its administration, school is in one way or other always being brought before him. In almost every town and village the primary schools are attended by the children of the rich and poor alike without distinction. In Switzerland there is no class of vagrant or destitute children which the ordinary school system fails to reach, and the visitor may see, side by side, an orphan who is fed and clothed by the Commune and the son of a well-to-do tradesman or professional man re- ceiving the same instruction, each being under precisely the same discipline. In Zurich, where primary instruction in private establishments is permitted, about 97'5 per cent of the children of all classes attend the public primary schools. In fact, the educational system of Switzerland has become one of the great means of cementing together the different classes and sections of the community, and of tightening those bonds which hold the confederation so firmly together. It will therefore be easily understood that the Swiss parent looks upon the school -house, not merely as the place where his children are educated and fitted for making their w r ay in the world, but as a political nursery where many of those doctrines cherished by the staunch republican are developed and fostered among the younger generation. In this free country of Switzerland, where the powr 1 is centred in the democracj r , education is considered by the 1 ich as their safeguard, and by the poor as their most valuable heritage. The poor are in favour of good schools ; nay, so earnest are they upon the question, that they are determined that their schools shall be the best in the world. It is con- sidered disloyal to oppose this resolve. In seeking the sup- port of the people for election to public offices, candidates are usually profuse in their promises to be economical with the money of the ratepayers, and to cut down the expenses in all public departments. But no candidate dares offer to cut down the expenditure upon schools, f EDUCATION.— THE LIFE OF GREECE. The national life of Greece was weakened at its source. No Greek institutions remained around which the people could rally. During three centuries and a-balf of Turkish rule, among the influences by which the Greek nationality was preserved front effacement, were the studies which fostered its language and its religion; and when the earliest hopes of freedom began to be felt, the first sure promise of its approach was * Sir F. Adam.-' Swiss Confederation, pp. 193-5. t Report of Commissioners ou Technical Instruction (1884), vol. i., pp. 289-90. 73 the fact that those studies had been enlarged, and had received a new impulse. The question of national education has, from the first days of recovered freedom, engaged the most earnest attention of the Greek people. Education is for the Greeks, not merely what it is for every civilised nation, the necessary basis of all worthy hope ; it is, further, the surest pledge of their unity as a people both within and without the boundaries of the present kingdom ; it is the practical vindication of their oldest birthright; it is the symbol of the agencies which wrought their partial deliverance ; it is the living witness of those qualties and those traditions on which they found their legitimate aspirations for the future. Koraes, addressing the studious youth of Greece in 1802, said : — " You are now the instructors and teachers of your countr}*, but the time is fast approaching when you will be called upon to become her law-divers. Unite, then, your wealth and your exertions in her behalf, since in her destitution she can boast no public treasury for the in- struction of her children ; and forget not that in her brighter days their education was a public duty entrusted to her rulers." If there ever was a case in which the deliverance of a nation was directly traceable to the awakening of the national intelligence, that case was the Greek War of Independence. No people could have a more cogent practical reason than the Greeks have for believing that knowledge is power ; but they do not value it only or chiefly because it is power. The love of knowledge is an essential part of the Greek character — an instinct which their historical traditions strengthen indeed, but have not created.* Public instruction began to revive about the beginning of the 17th century, owing to the initiative of that Greek community which was formed at Venice by fugitives from all parts of Greece. They left their country but they did not forget her, and sought to prepare for her a bright future. They advanced funds and chose able teachers. Many schools were founded at Athens and Janina. Janina es- pecially, became quite a college for teachers, who in their turn became the heads of schools in Peloponnesus and Con- tinental Greece.! From its first institution in 1837, the university served to bring together the most prominent and promising of the rising generation of Greeks, and it became, as its founders expected that it would, a rallying point for the scattered and half-emancipated race. It was with this anticipation that * Jebb's Modern Greece, pp. 119, 120. t "Modern Hellenism," p. 10. 74 the wealthy Greeks in all parts of the world made a strenuous effort to establish it on a firm basis, and to erect a worthy edifice as the chief home for learning in Greece. Up to 1841, 250,000 drachmas were subscribed for the building by Greeks at home and in continental cities. The University buildings are situated in a fine square in Athens, where their white marble walls, columns and statues present what is consideied to be one of the finest features in the restored capital, t TECHNICAL TEACHING IN THE TYROL. School for It aims at giving a good general education wood-work at concurrently with industrial training. The lads Rlva - spend all the morning in the class rooms, and only take up industrial work in the afternoon. The complete course extends over three years. Instruction is given in Italian and German, history, geography, algebra, geometry, arithmetic, and book-keeping. The boys all learn drawing, and most of them modelling. Tecbnical instruction is given in carpenters' and joiners' work, turning, carving, and wood inlaying. It is intended almost immediately to fit up shops for metal working and for masons' work, as some excellent freestone exists in the neighbourhood and a company has been formed to work it. This company has provided two lads with bursanes, to enable them to study at the school and to acquire the requisite knowledge of masons' work, trusting they may be of use to them when they leave the school. Tbe master of the school firmly holds that a combination of theoretical instruction, with manual training, is indispen- sable. He aims at making his pupils thoroughly conversant with the nature and properties of the materials with which they had to deal. Pupils bave to learn all that can be said of the growth or formation, construction and strength, and the history and various uses of the materials with which they work. Every piece of wood carving executed by a pupil is first drawn and modelled by him in clay. Such a school provides a high-class education, and serves as a nursery for the training of men who might eventually aid in the pro- motion of new industries/" School for Here is an instance where a new and success- wood-work f'ul industry has been created entirely by the at Arco. foundation of a technical school. It had been pointed out to the Austrian authorities that, while at Ber- gamo and other places in Italy, olive-wood is manufactured into numerous useful articles, in the Southern Tyrol, where it abounds, it was considered almost worthless, and was con- l Sergeant. New Greece, pp. 54-5. * Summarised from Report of Technical Instruction Com- mission (1884). Vol. I., p. 552. 75 sunied in large quantities for fuel. A small school was started some six or seven years ago with workshops for wood turn- ing and wood inlaying ; competent teachers were obtained, and a good stock of the objects produced from olive-wood in other countries was collected. Certain of the lads became expert workers ; orders for work done in the school flowed in apace, and the master found himself unable to produce fast enough. He therefore took t .e best of the boys trained in the school, got a few skilled men from other places, and com- menced s small manufactory. He is now employing about eighteen men in the works and nearly as many in their own homes, and sending the olive-wood of Arco all over the world —largely to America and even to Italy, which he has deprived to a great extent of the trade. ''■'- THE WURTEMBURG SYSTEM. Mr. Diefeubach, a member of the Council of Education of Wurtemburg, in conversation with the Commissioners, summed up by saying that his government is of opinion that, for securing the permanent prosperity of the State, the most important education is that of the artisan. The work of the world is done by him, and that nation which educates the artisan will excel in industry and manufactures. Is it not true that in nine cases out of ten the great inventions and impiovements in machinery come either from the workers themselves or from those who have gone through the artisan's training? Yet the artisan, of all men, has the least choice as to his own education or that of his child. The rich man can send his child to any town or country, and can select the school most suitable for his wauts. The artisan's poverty precludes choice ; the school must be near his home. It is, therefore, all the more important that it should be a good school, not for the sake of the individual only, but for the sake of the comrnunity. It is in accordance with these views that the education of VVurtemburgt is framed and admini- stered. By instituting exhibitions, training individual teachers, transplanting trades and watching over them until they were rooted, a population without mechanical knowledge was con- verted into a people carrying on most of the small trades practised in Europe. J * Idem., p. 553. f Wurtemburg is a self-governing kingdom, with 1,'J'J8,185 inhabitants. It has over 2,000 public elementary schools, 75 tech- nical schools, 68 grammar schools, 17 classical colleges, 13 gym- nasia, 7 lyceums, several agricultural and other special institutes, and a polytechnicum at Stuttgart. The whole educational system is completed by the University of Tubingen. I Technical instruction Report. Vol. I., p. 67, 69. 76 TECHNICAL INSTRUCTION IN BAVARIA. The Royal Commissioners on Technical Instruction visited the Bavarian Exhibition of Art and Industry at Nuremberg. In this exhibition the work done in the various technical schools received special attention, and an aunexe or pavilion was erected for a collective display of the school work of the country. Not only had the great Technical High School of Munich most carefully illustrated all branches of its teaching, both in the form of results of school work and in the appliances for teaching, but it sent also copious samples of its teaching apparatus, collections of artistic and scientific specimens, testing-machinery, and other appliances. The remote village industrial schools, as for instance that for wood-cawing at Berchtesgaden, and the pottery school at Land shut, also sent specimens of the works they had executed, together with prii ted or written statements of their progress. The commissioners paid special attention to those schools dt stined to assist small local industries, and classed them under the following heads : — 1. Weaving Schools. 2. Wood-carving Schools. 3. Basket-making Schools. 4. Pottery School. 5. Yiolin -making School. Weaving is a home industry in many parts of Bavaria, and the weaving schools are intended to train up skilled workers and designers, and to improve the general character of the trade.* WOMEN'S WORK SCHOOLS. The Commissioners on Technical Instruction (vol. i. pp. 166-7) report that in nearly every country visited they found, in most of the large towns, schools established for the train- ing of girls in various industries. Though varying in different countries in the subjects taught, drawing is well taught in all, and is the principal hasis of instruction. Whilst needlework and dressmaking form the principal subjects of instruction in nearly all these schools, book-keeping, the elements of law, and commercial correspondence are taught in many of the schools in France, where young women are more frequently employed as accountants and overseers in commercial houses than is the case in other countries. The connection of ordinary with trade instruction is one of the special characteristics of the education afforded in foreign technical schools, and this is particularly marked and is attended with special advantages in the case of girls' schools. * Technical Instruction Report, Vol. I. pp. 546-7. 77 Thus the morning would be devoted to the study of languages, drawing, arithmetic, and the elements of science, and the afternoons would be occupied with practical instruction in some industry. The Municipal Housekeeping School at Paris, established by the Municipality in a working- Paris, class quarter of the city, was opened on the 1st May, 1881. Its aim is to offer to young girls leaving the primary schools the opportunity of learning some useful trade, arid of giving them experience in domestic duties and household work, thus preparing them to carry on the avocations of family life. The ordinary subjects of primary education are taught during the morning. This training serves to keep up and to strengthen the knowledge of the pupils acquired in the primary school. The school is under the direction of Madame Lajotte and a staff of teachers for needlework, sempstresses' work, fine washing, embroidery on stuffs, artificial flower-making and stay -making. There are also special teachers for gymnastics, for cutting-out and making-up dresses, house-keeping, cook- ing, washing, ironing, etc. All the girls take their turn at household work, including cooking. The pupils receive a premium proportionate to the value of the work done by them, when this work is of such a nature as to be capable of being used. The first women's work school in Germany, was established in 1868, in Reutlingen, Wurtem- Wurtemburg. burg. It is an imposing building of four storeys, healthily situated and well-equipped. The Commissioners, under the guidance of the head-mistress, Madame Bach, first visited a museum at the top of the building, con- taining a complete collection of the various kinds of work done in the school, arranged in sequence from the simplest sewing to needlework of the most ornate character, em- bracing almost every variety of needlework, lace, and embroidery. Many girls come here to be educated as teachers of needlework, and 188 mistresses have already been trained in this school. Drawing is well taught, and is the foundation of all the various kinds of work. This school has now found imitators in twenty towns in Wurtemburg, while others are continually being established. These schools are attended by the daughters of all classes. The Commissioners visited the " Ecoles Profes- sionnelles pour Jeunes Filles," at Brussels. The Belgium. waiting-room of the higher grade school, which was being used as an examination room, was prettily decorated with panels and plates painted by the students. The basis of the instruction in this school is drawing, which 78 underlies all the special trade work which the pupils are taught. The teaching comprises a general course, which is obligatory on all pupils, and special courses in preparation for various trades. The general courses are intended to carry forward the education received at the primary schools, and embrace French, arithmetic, history and geography, the elements of natural science, laws of health and domestic economy, writing, drawing, singing, and gymnastics. The trade courses comprise lessons in book- keeping, the application of arithmetic to commercial occupa- tions, English or German language and business correspond- ence, applied art, dressmaking, embroidery, etc. The school is for day pupils only, who are not admitted below the age of twelve years. Pupils who do not enter the school with bursaries, of which there are a considerable number, pay £2 8s. per annum, which is about one-half of the cost of each pupil, the remaining expenses being defrayed by private donations, the produce of the sale of work done in the school, and the subventions of the Commune and of the State.- AGRICULTURAL TEACHING IN FRANCE. Viewing the system of French education as a whole, it is attempted at first to reach and impress generally by object lessons more than by maxims, the children in the elementary schools. Next, an endeavour is made, over the widest possible area, to convince by homely lectures, by illustrations, and by experimental fields, the working agriculturists of rural France, of the truth and importance of the lessons taught by science and experience. More specifically an endeavour is made to train in technical schools both the arms and the intelligence of the young agriculturists of the future. Lastly, there is provided, at considerable cost to the State, special institutions for higher agricultural research and instruction, and for the continuous training and manufacture of that supply of competent teachers on which the success of the whole scheme in all its degrees must depend. One of the most interesting of the French agricultural schools is that opened a few years ago at Saulxures-sur- Moselotte, picturesquely situated in a valley of the Vosges, not very far from the German frontier. The school has three features : — (1) The ordinary course of instruction in the system of a primary school of the superior order, corresponding to a "higher grade school " in England and Wales. (2) Special instruction in technical agriculture. * Summarised from Technical Instruction Report (1884), vol. i. pp. 166-76. 79 (3) Short, special, and temporary courses of agricultural instruction for others than regular pupils. The general education (1) includes reading, grammar, composition, and literary history of the French language, the practice of writing, commercial and ordinary, the history of France, and the relations of the country with the principal nations of Europe, general geography and that of France, and lessons on the topography of the special department. It further includes mathematics, plan-drawing, book-keeping and actual hand-work in wood and metal. Instruction is also given in political economy, and in personal, social, civic, and religious duties. The technical course of agriculture (2) differs in the two years of the pupil's stay. In the first year, under the head of general agriculture, their attention is directed to the soil and the means of its improvement, to the subsoil, to he action of manure, to modes of irrigation and land improvements, to special classes of culture, and to the treatment of permanent pastures and artificial grasses. Meteorology, physic, and zoology, in their bearing upon agriculture, are also taught ; the use of thermometers, barometers, and rain guages, the laws of liquids and gases, and the classification and structure of animals. Only in the second year is the direct study of dairy questions entered upon. This subject occupies, how- ever, the first place in the second course, beginning with the composition and incidents of milk, the arrangement of the dairy, the making of butter and of cheese, the variations in the systems employed, and the working of associations for the utilisation of milk poducts. The second year's course also includes teaching in rural economy, the construction of buildings, the management of field gardens and of plantations, and generally in the processes of agriculture. Beyond the school course comes the third feature of the school. Short, special and temporary- courses of instruction of one month's duration in each November, March, and May, are given annually to young people of from sixteen to twenty- five without entrance examination, in groups of six at a time. The low fee of 48s., including a month's board and washing, is all that is charged for boarders, while day boarders pay 20s., and simple listeners at the lecturers, 4s. for the course. Still more, to leave the small and poor cultivators of the dis- trict without pecuniary excuse for the non-acquisition of the eminently practical instruction to be got at this centre of dairy knowledge, the Department of the Yosges offers certain free scholarships for these short courses to needy applicants. Boys are admitted to the school as soon as 12 years old, though lads are received up to eighteen. The reason for early admission is the desirability of securing the boys before they 80 go back to, and are set to work on, the small farms of their parents. Fifty acres of land is rented for the school, and the spacious and well-arranged buildings of the superior primary of the Commune are made available for the accommodation of the agricultural pupils/" HANDWORK INSTRUCTION IN SWEDEN. The object of handwork instruction is to develop the pupil's eye, ai d generally to promote intellectual activity. It is looked upon, not as recreation or play, but as an actual means of cultivation, designed not only to awaken the sense of form and beauty, but also to induce the child to do all his work neatly and methodically. It was Finland that first introduced handwork as a regular exercise in the common schools. The people of Sweden borrowed the idea, and with very limited means they have succeeded in adding handwork instruction to their system of general education. In vacation time, the teachers take a six weeks' course in handwork, to enable them to take this branch in their respective schools ; they receive instruction and lodging free, having to pay only the bare cost of board. At Naas, handworking is limited to joinery, turning and simple carving, because wood-working is considered the most suit- able branch for schools. In other places, however, a greater range is provided, including bookbinding, smiths' work, and tinkers' work. Handwork instruction is not looked upon as something particularly desirable of itself, but rather as a means of assisting and rounding otit the general training of the facilities ; thus a variety of branches of work is un- necessary. The tendency is to combine Slojd instruction with the common schools and to employ school teachers to give the instruction. The Slojd instruction is not limited to children's schools for there are also schools and courses for grown persons and attended by young country boys. The time devoted to Slojd is six to eight hours per week, and the working session is eight months. An experienced teacher has from six to six- teen pupils at a time. The cost of furnishing a school with suitable tools is estimated at from ; £8 2s. 6d. to £16 5s., and the Naas Slojd seminary sells models at a low price. Instruction in handwork is not yet, as in Finland, made obligatory in the Swedish teachers' seminaries, but separate instruction for Slojd teachers is provided in separate seminaries. * Summarised from Major Craigie's Report on French Agricul- tural Schools, prepared for the Agricultural Department (1888), price 4£d. 81 The recommendation of the inspector and the preparation of an annaal report entitles each school to £2 15s. from the Slojd committee, and £3 17s. from the State. In one of the schools it is specified that the instruction shall be such that the pupils will acquire dexterity and abilitj' in making such articles particularly as are necessary for working people — as rakes, spades, axe-handles, harness pins, lids, etc. Exercises should begin with the handling of the tools most often used in daily life, e.g., knife, axe, hammer, saw, plane, file, paint brush, because a person with but a very moderate ability in the use of these tools will acquire practical judgment, and also be prepared to employ his spare time in the repair of furniture and utensils, as well as for the making of simple objects for the practical uses of life or for the embellishments of his home. Joiner's work is the most important branch, and a little wood carving can also be practised, not only beeause it cultivates and refines taste, but because one need not practise it much to be able to produce tasteful pieces of work for his own recreation. :: HINTS FROM AMERICA. "The main object of education is not merely the acquisi- tion of information ; it is not even the development of the faculties ; it is or ought to be, the awakeuiug of certain desires that will serve to the pupil as a sort of perpetual inspiration through life." t " The one great safeguard for the continued and rapid improvement of education in America is the universal interest shown in it by the community. There is no matter of public concern more keenly and frequently debated. Any complaint of negligence or inefficiency in connection with the schools rouses the indignation of parents and excites general dis- cussion. There is everywhere manifest an eager, almost a restless, desire to effect improvements and try new experiments." One very useful mechanical device, which is not without an important incidental action on the whole oharacter of the teaching, is to be found in nearly all the best American schools. It is the continuous blackboard, or blackened sur- face extei ding all round the room, after the fashion of what house painters here call a " dado." I am frequently struck in England with the waste of power caused by the smallness of the blackboard surface accessible to the teacher. More * Second report of the Royal Commissioners on technical instruction. Vol. V., see p.p. 1-30. t President Adams of Cornell College. 82 than half of what is written or drawn in illustration of tlie lessons I hear at home is ruhbed out directly and before it has served its purpose, simply because room is wanted to write or draw something else. ' English teachers have yet to learn the proper use of a blackboard. There is much waste of time whenever anything is sketched or written upon it, and not afterwards read or referred to, aud made an effective in- strument of recapitulation. Unless the questions, " What have I written here ? " " Why did I write it ? " " What is the meaning of this diagram ?." " Can you explain it to the class '? " occur later in the lesson, the board should not be used at all. Nor unless the series of demonstrations, examples, or pictures remain within sight of the learner during the whole of the lesson, and for a time afterwards, is it possible for him to go back and get a clear notion of the right order of its development, or to see any continuity or wholeness in it. An American teacher generally understands this. He begins at oue end of the wall behind his extrude and goes on to the other end : erasing nothing, but letting all the parts of his subject be illustrated in order, and referring back to them from time to time. And at the end of his lesson he sends some of the schoolars to the side walls to work out in the presence of the class other problems, to reproduce a diagram, or to write an illustrative sentence. There is plenty of room on the walls for failures as well as for successes. Both are retained within sight of the pupils for a time ; and in the hands of a siklful teacher the good and the bad exercises arc equally instructive. The wall surface is also available lor many other purposes— setting out the work to be done for home lessons; writing out the sums which have to be worked, the lists of words which have to be wrought into sentences; or giving a specimen map or diagram for imitation. The power of rapid and effective freehand drawing is culti- vated more generally, aud with more success, among the best American teachers than among our own, and it gives them a great advantage. A diagram sketched out then and there, to illustrate a science lesson, a map which grows under the teacher's hand as one fact after another is elicited and ex- plained, has a far greater effect in kindling the interest of children, and fixing their attention, than any number of engraved or painted pictures, however good. Whatever forms part of the permanent decoration of a schoolroom is apt to be taken for granted and practically disregarded by children. But a new drawing made^/7 hoe and associated with something which at the time is being enforced or made interesting by the teacher has a value of a far higher kind. The new regii- laticns of our own Science aud Art Department respecting the conditions of the drawing certificate for teachers emphasise 83 strongly the importance of uncopied and free blackboard drawing. But the best of the American training colleges have for several years given special attention to this part of the teacher's qualification. I have seen the students of a normal school busily engaged during the midday recess of the juvenile practising school in dashing off with a few simple strokes outline pictures of birds and flowers, of ships or of houses, or copies of the little illustrations to be found in story books ; so that when the children returned they should find something new all round the room to look at and to talk about. t SCOTCH ADVICE ON INSPECTION. The object both of inspection and of examinition should be, not to set up one type for imitation, nor to impose anything like a code for higher education, but rather to establish standards by which the efficiency of different schools, each choosing its own methods, may be brought to proof. In doing this, the utmost care should be taken to avoid such interference as might tend to check spontaneous initia- tive, to diminish local responsibility, or to favour any stereo- typed monotony of higher education. Where the right men have been selected as head masters, experience shows that the best results are obtained by securing to them simple liberty of teaching. ;: ] Report on Ameiican Schools and Training Colleges, by Mr. J. G. Fitch, 1889. * Report of Departmental Committee on Scotch Education, 1888.] 84 APPENDIX A. Countv. Population (in 1881). * Approximate Num- ber of Boys and Girls to be Educated in Seconrtarv Schools. Anglesea 51,410 1,000 Carnarvon 119,349 2,400 Denbigh 111,740 2,250 Flint 80,587 1,600 Merioneth 52,038 1,050 Montgomery 65,718 1,300 Brecon 57,746 1,150 Cardigan 70,270 1,400 Carmarthen 124,864 2,500 Glamorgan County .... 303,075 7,250 Cardiff 82,761 1,650 Swansea 65,597 l,:',i n ) Pembroke 91,824 1..S.M i Radnor 23,528 1 7< | Monmouth 21i,267 4,250 — 9,600 At rate of about 20 per 1,000. APPENDIX B. County. Anglesea Carnarvon Denbigh Flint Merioneth Montgomery Brecon Cardigan Carmarthen Glamorgan, County ,, Cardiff. ,, Swansea Pembroke Radnor Monmouth Rateable Value. t 173,292 505,521 585,771 421,770 246,971 385,335 281,317 232,890 434,000 1,701,215 626,526 256,753 410,5^0 167,557 1,040,631 Amount available under Intermediate Education (Wales) Act, £ S. 361 5 21,820 Amount avail- able under Technical In- struction Act. d. 6 1,053 3 4£ 1,220 7 1£ 878 13 9 514 10 5£ 802 15 7£ 586 1 485 3 904 3 3,544 3 11£ 1,305 5 3 534 18 6 855 5 349 1 6£ 2,167 19 l\ 9 I s. 1 6 14 7 e 722 2,106 2,440 1,757 1,029 1,605 1,172 970 1,808 7,088 2,( W0 10 1,069 16 1,710 10 698 3 4,335 19 d. 9 3 6 11 11 3 1 6 8 11 6 1 1 3 £7,470,069 £15,562 18 4 £31,125 5 9 85 APPENDIX C, County. Anglesea Carnarvon Denbigh Flint Merioneth Montgomery . . . Brecon Cardigan Carmarthen . . . Glamorgan, County. ,, Cardiff.. ,, Swansea Pembroke Radnor Monmouth Apprentice Total Educational ship and Charities Endowments. Advancement. £ s. d. £ S. d. £ s. d. 2,052 . . 1,041 9 1 . . 78 14 2,090 19 4 . . 1,081 18 1 . . 14 6,420 7 6 . . 2,508 12 1 . . 538 9 1,535 3 6 . 598 14 . . 20 1,057 14 4 . 558 16 7 . . 41 15 5 1,640 10 5 . 752 13 6 . . 28 12 9 2,597 10 6 . . 1,007 19 10 . . 433 2 553 5 9 . 433 4 . . . 2,012 L6 10 . . 1,184 16 8 . . GO 2 (i 1,505 19 7 . 508 14 6 . . 125 6 4 16G 8 9 . 85 15 8 . . 15 249 11 . 100 . 2,487 10 6 . 558 1 7 . . 16,s 15 834 1 11 . 451 16 9 . . IS 16 6,827 2 5 . . 4,057 16 1 . . 174 2 (I 632,03"! £14,930 4 9 £1,716 5 5 86 P X I— I ft . "X ?H .s 1 £ < X P >~ J O P O CC <3 o G P p £ '" 9 ® -rH 5 cS eg fl tiJC 1 x (7- o g s o o M-l o CD 03 3 o M CD G-2 d - CH-r 5 Ph CD O 0! r- c S c +3 o3 tj pi o a o K a J cd Ph w ^a Ph £ pcj =+H r-J O ^ tf Ph P Eh CD U <-> sr p Pn . 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O -■-a 03 2 So 3 7 2 ^ 3 &£§"s B S '-3 *° 3 n o - * _c -^ co o ^a ^ ~ >, CD •I £. c M)£ a Sh H j- 3 .h t - 'a ° 5 3 a -S -5. ho s -* ennition of term, Hi Inquiry by, 49 Members of, L5 Power of, 29, 48, 49 Suspension of Powers, 26 Charities, 28, 29, 38, 85 Clay-modelling : Provisions of Science and Art Department, as to, 100 Workshop in, 106 Commissioners, Charity, see Charity Commission I 'inmittee : Joint Education, see Joint Education Committee Of Council on Education, 30,50,51 Conference of Joint Education Committees, 7 Conscience Clause, 17, 18, 59, 60, 69 Constitution of Governing Bodies, 46 Contributions from Treasury, 24, 25, 26 Corporate Body, right to petition, 51 Council of Municipal Borough, 52 County, definition of, 33 County Council : Application by, for amending scheme, 23 Definition of, term, 33 General Expenses under Inter- mediate Education (Wales) Act, 23 Recommendation of rate aid, 15, 36 116 Representation on governing body, 17, 23, 36 Representation on Joint Edu- cation Committee, 17, 21, 36 Right to petition against scheme, 21, 51, 52 Oraik, 54 Cranbrook, Lord, 41 Cranmer, 54 Curriculum of schools, 8 Day Schools : Under Intermediate Education (Wales) Act, 8 Religious instruction in, 17. 18, 19 Denbigh Grammar School, 89 Designs, 100 Doles, 38, 40 Dolgellau, Girls' School at, 43, 91 Draft Scheme, 26, 48 1 'rawing : Examinations in, by Science and Art Department, 98-100 Foundation of Technical Edu- cation, 82-83, 107-109 In Belgian Schools, 108 Suggestions of Royal Commis- sion as to, 108-109 Education in Wales, Report on, i 18 Education Department, 29, 34, 48, 49 Educational Endowment, 27, 85 Efficiency, 24, 25, 41 Eglwysilan School, 92 Elementary Education Act, 30 Elementary Schools, right to rate aid (Technical Instruction Act), 68 Endowed Schools in Wales : List of, 112, 113 Schemes relating to, 89, 94 Technical Instruction in, 86-88 Endowed SchoolsActs.soc Statutes Endowment, 15,27, 29, 38, 85, 89 di Entrance examination, 62 Equipment of workshop, 106 Examination of school, 9, 45 Existing educational provision in Wales, 43 Fees, 8, 30, 37, 43 Finland, 80 Foundation scholars, 40 Framing of scheme, 36-47, 49 France : Agricultural teaching in, 78-80 Educational organisation in, 11 Free places in schools, 8, 40 Free studentship (Science and Art Department), 101 Freehand drawing, 98 Funds available for intermediate education, 37 Gellioaer School, 88, 94 Germans as clerks, 109 Girls, education of, 8, 13, 76, 77, 78 Governing Body : Application by, for amending scheme, 23 Definition of, term, 35 Constitution of, 46, 47 Power as to non-educational charities, 29 Power as to schemes, 29, 48, 49, 50, 51 Power to borrow, 26 Power to hear complaints as to religious instruction, 19 Representation of County Council on, 17, 23 Right to petition, 51, 52 Grants : Subjects for which given (Science and Art Depart- ment), 96, 98-100 Division of, 102 Greece, 58, 72-74 Hawarden Schools, 90 Haverfordwest Schools, 94 Headmaster, power of, 45, 48 Holt Schools, 90 Inquiry : By Assistant Commissioner, 49 By Charity Commissioners, 49 1 >y Joint Education Committee, 39 Inspection, 9, 24, 25, 41, 83 Instruction, object of, 104 117 Intermediate- Education : Definition of, 33 Number to receive, 44 Intermediate Education (Wales) Act: Application of, 33 Construction of, 13, 31 Date of operation, 13, 3C Definition of, 33 Exemptions of schools, 31 Purpose of, 14 Rate available for, 84 Text of, 13-36 Ireland, 64 Iron workshop, 106 Joint Education Committee : Chairman of, 22 Clerk of, 22 Constitution of, 21 Duration of powers, 26, 37 Duty of, 7, 8, 12, 14, 20, 39, 43, 4s Establishment of, 21 . 36 Notice to, 31 Power of, 27,31,37 Proceedings of, 21 Reports to County Council, 22 Restrictions on, 17 Right to petition against scheme, 51, 52 Suspension of powers, 26, 37 Vacancy on, 21 Voting by, 22 Joint scheme for several counties, 16 Jones' Charity (Monmouth), 26 Judicial Committee of Privy Council, 51,52 Koraes, 73 Leaving Certificates, 40 Local authority: Definition of, 62, 66 Delegation of powers by, 62, 66 I (istribution of rate-fund by, 61 Power of, 59, 63, 64 Representation on governing body, 61, 67, 68 Restrictions on, 59-02 Local Government Act, 1888, 21, 22, 33, 63 Lord President of Her Majesty's Privy Council, 21, 36 Llanbedr School, 87, 91 Llandanwg Charity, 91 Llandyrnog, Rector of, 39 Llanrwst School, 90 Llantilio Crossenny School, 92 Llauycil School, 91 Manual instruction, 65, 66 Merit-grant, 24, 41 Mixed charities, 38 Modelling, 99 Modern endowments, 32 Monmouth, 14 Mundella, Mr., 5 Munich, technical schools, 76 Naas, Technical School At, 80 National Board of Education. 6, 17 National Scholars (Science and Art Department), 101 Non-educational charities, 38 Object lessons, 105 Objections to scheme, 21 Old endowment, 32 Operation of scheme, 23 Order in Council, 52 Organisation of education, 7, It) Painting, 99 Paris, women's work schools, 77 Parliamentary grants (Technical Instruction Act), 62 Payment by results, 41 Payment on result of examina- tions (Science and Art Depart- ment), 97, 100 People, the, and the schools, 39, 47, 56, 72, 111 Peripatetic teachers, 9, 40 Petition against scheme, 51 Pilleth and Whitton School, 94 Population of Welsh Counties, 84 Possibility of, Intermediate Edu- cation (Wales) Act, 54 President of Privy Council. 36 Presteign School, 94 Private School, 8, 61 L18 Privy Council, 51 Proposals for a scheme, 16, 48 Provincial Board, 11, 40 Prussia, education in, 12, 40, 102 Public Works Loan Commis- sioners, 20 Pupil teacher (art), 101 Rate Aid : Under Intermediate Education (Wales) Act- Amount of, 23, 24 Application of, 22 Apportionment of, 39, 40 Collection of, 24 Under Technical Instruction Act- Amount of, 02 Application of, 07 Distribution of, 61, 67 Rateable value of Welsh Counties, 84 Ratepayers 52 Reforms, educational, hi Wale Registration of teachers, 9 Regulations of Treasury, 25 Religious instruction, 17-20, 59- 60, 09 Report of Charity Commissioners, 38 Report of schools' work, 11 Results, payment by, 41 Riva, woodwork school at, 74 Royal Commission ou Technical Education, 108, 10'J Ruabon schools, 86, 90 Ruthin schools, 90 Scheme : Appeal against, 20, 51 Approval of, 50-51, 53 Circulation of, 31, 18, 50, 51 Date of operation, 23, 53 Definition of, 35 Framing of, 14, 36-47, 49 Funds available for, !7 ( leneral provisions of, 15 Governing Welsh schools, 89 94 Laid before Parliament, 52-53 Modification in, 15, L6, 29 Objections to, 48, 49. 50 Passing of, 48 Petition against, 51 Proposals for, 16 Publication of, 31, 48, 50, 51 Rejection bv Commissioners, 1 5, 16 Remission of, to Commis- sioners, 50, 52 Suggestions as to, 48-9 Scholarship, 10, 22, 23, 34, 40 School boards, 47, 02 School text books, 102 School workshop, L06 Schools Inquiry Commission, 8, 10, 13, 38 Science and Art Department : Functions of (Technical In- struction \ct), 61, 69 ( rrants from, 37, 42 Statistics of (in Wales), 42 Students receiving grants from, 95 Scotland, 12, 33, 56, 83 Secondary education, ideal of, 103- 105 Secondary schools : Number to attend (in Wales), 11, 84 Place of, in educational system, 55 Separation of sexes, 8 Slojd system, 80-S1 Small endowments, 29 Standard subjects, 59, 67 St. Asaph, Bishop of, 87, DO St. David's. Bishop of, 38 Statutes ; 3 & 4 Vict. c. 77, 30 32 & 33 Vict. c. 50, s. 3: 28 s. 5 : 27, 28 s. 7: 26, 35 s. 8 (3) : 30 s. 9 : 13 s. 12: 13 s.15: 17,18,19 s. 16: is s. 19: 17, is s. 25 : 32 s. 20: 32 s. 29 : 28 s. 30: 28 s.32: 10,20,27 s.33: 26,27,48 s. 34 : 49 s. 35: 49 119 s. 36: 16, 4