o - 
 
 The 
 
 Education Problem 
 in Leeds 
 
 
 
 PRESENT POSITION 
 * AND NECESSARY 
 DEVELOPMENTS TO 
 MEET THE REQUIRE- 
 MENTS OF THE 
 EDUCATION ACT 
 191 8 
 
 
 
 EDUCATION DEPARTMENT 
 LEEDS 
 
 ]ist March 1919 
 
The Education Problem 
 in Leeds 
 
 PRESENT POSITION AND 
 NECESSARY DEVELOP- 
 MENTS TO MEET THE 
 REQUIREMENTS OF THE 
 EDUCATION ACT 1918 
 
 Education Department 
 
 LEEDS, 31st March 1919 
 
t 
 
 Digitized by the Internet Archive 
 in 2016 
 
 https://archive.org/details/educationproblemOOIeed 
 
3 
 
 3 79 . 4^7 + 
 
 A 5l7e. 
 
 Prefatory Note. 
 
 The aim of the Education Act of 1918 is to promote the estab- 
 lishment of a national system of education. It imposes new duties 
 of far-reaching import on Local Education Authorities, and greatly 
 extends their powers with regard to the responsibility for the 
 education and care of children and young people up to 18 years 
 of age within their respective areas. 
 
 Problems of great moment will confront the Local Education 
 Authority, and in the following pages an attempt is made to outline 
 the provision for education which now exists in Leeds, and 
 to indicate how by modification, development, and extension 
 a comprehensive scheme of education may be built up worthy 
 of the city, which will meet the educational requirements of all 
 sections of the community, and enable the Education Committee 
 to fulfil all the^duties- and exercise all the powers which devolve 
 on them by the Education Act of 1918. 
 
 Comprehensive developments involving extensive building 
 operations, costly equipment, and a very considerable increase 
 of teaching staff will come under review by the Committee. The 
 work in its entirety cannot be undertaken at once — the scheme 
 must be developed gradually during the coming ten or twelve 
 years ; but it is essential that a wide view of the educational needs 
 of the city should be taken in order that when the developments 
 are complete there shall exist in Leeds a progressive scheme of 
 •education sufficiently comprehensive to provide opportunities 
 for education in its widest sense for all who come within the pur- 
 view of the Local Authority. 
 
 It will be for the Committee to consider the great problems 
 involved, and to make the necessary provision ; but the successful 
 issue will depend upon the loyalty and devoted service of the great 
 body of teachers of all types engaged in the various schools and 
 
 The education problem as it affects Leeds is dealt with under 
 the following heads : — 
 
 (a) The sphere of elementary education. 
 
 ( b ) The education of mentally and physically defective children. 
 
 ( c ) Continuation Schools. 
 
 (d) The health of children and adolescents. 
 
 {e) The employment of children and young people. 
 
 (/) Secondary education. 
 
 (g) Technical education. 
 
 other educational institutions. 
 
4 
 
 (h) Education for commerce. 
 
 ( i ) Education in art. 
 
 (j) The education of women. 
 
 (&) The way to the University. 
 
 ( l ) University education. 
 
 (m) The training of teachers. 
 
 (n) Co-operation in educational effort. 
 
 (o) Education finance. 
 
 and for Convenience of reference a summary of the more important 
 duties and powers which devolve on the Leeds Education Authority 
 in consequence of the Education Act of last year is given in 
 Appendix A. 
 
5 
 
 The Sphere of Elementary Education 
 
 At the present time elementary education for all children is 
 compulsory from the age of five to an upward limit which varies 
 in different localities in accordance with the local bye-laws. Locally 
 the age of compulsory school attendance is from 5 to 12 years, 
 with restricted compulsion to the age of 14 years. 
 
 A child of 12 years, having passed Standard VII. at a Labour 
 Certificate Examination is exempt from compulsory attendance ; 
 and a child of 13 years, having attended satisfactorily as set out 
 below, may leave School under certain conditions, the application 
 of which has been somewhat indefinite. 
 
 The great majority of Leeds children leave the Elementary 
 Schools at the age of 13, under the bye-law “ A child between 
 thirteen and fourteen years of age shown to the satisfaction of the 
 Local Authority to be beneficially employed shall not be required 
 to attend School if such child has obtained a certificate that it has 
 made three hundred and fifty^ attendances after five years of age 
 in not more than two Schools during each year for five years, whether 
 consecutive or not.” 
 
 In spite of the efforts made during recent years to link up 
 Elementary Education with Higher Education in Leeds, last year 
 only 2,393 boys and girls continued their education beyond the 
 Elementary School stage in a Secondary School, a Day Preparatory 
 Trades School, or an Evening School ; in fact, for the whole 
 country only one in eight of the child population proceeds to 
 a Secondary School or even to an Evening School, and it is calcu- 
 lated that only about one in a thousand of the Elementary School 
 children actually reaches a University. 
 
 It must be realised, therefore, that the great mass of the popu- 
 lation must depend in the main on the Elementary Schools for 
 their education ; and in the Continuation Education provided by 
 the new Act, the results will depend very largely on the ground- 
 work done in the Elementary Schools ; hence the efficient organisa- 
 tion and administration of elementary education is a matter of 
 vital importance, and the accommodation, equipment, staffing, 
 and instruction in the Elementary Schools call for the earnest 
 attention of educationists. 
 
 The operation of the Education Act of 1918 will affect the 
 existing system of Elementary Education more particularly by an 
 extension of the school age period both above and below the present 
 school age. 
 
 The new Act gives to the Local Education Authority the 
 power to supply or aid the supply of Nursery Schools or Nursery 
 
6 
 
 Nursery 
 
 Schools 
 
 Classes for children between the ages of 2 and 5 ; compels attendance 
 at the Elementary School to the end of the term in which the child 
 reaches the age of 14 ; and makes it a statutory duty on the Local 
 Education Authority to provide advanced work in Central Schools 
 or Central Classes for children between 12 and 15 years of age. 
 For the future, therefore, the Local Education Authority will 
 exercise full educational control in Elementary Schools over the 
 children from 2 years of age to 15 years of age. 
 
 Under the Education Act of 1918, the Local Education Au- 
 thority may supply or aid the supply of Nursery Schools or Nursery 
 Classes for such children over 2 years of age and under 5 years of 
 age whose attendance at such a School is necessary or desirable 
 for their healthy physical and mental development ; and the 
 Local Education Authority may attend to the health, nourishment, 
 and physical welfare of children attending the Nursery Schools. 
 
 It may be urged that the proper place for a child between 
 2 and 5 is at home with its mother, but under existing conditions 
 it must be recognised that the home surroundings of many 
 children, particularly in large industrial districts, are not satis- 
 factory, and for such children Nursery School or other similar 
 accommodation is desirable for “ their healthy physical and mental 
 development.” 
 
 In Leeds something has been done to meet the needs of these 
 young children. For years the Infants’ Departments of the Ele- 
 mentary Schools have been open to children below the compulsory 
 age of 5 years. For the very young children a separate room 
 known as the “ Babies’ Room ” has been provided, which has 
 been specially furnished and equipped for that particular purpose, 
 and parents in considerable numbers, more especially in the poorer 
 districts, have taken advantage of the facilities thus offered. 
 
 During the past few years the following children below the 
 
 age of 5 have been in 
 
 1909 
 
 1910 
 
 1911 
 
 1912 
 
 1 9 1 3 
 
 attendance at the Infants’ Schools : — 
 
 9,617 
 
 8,741 
 8,720 
 7,898 
 7373 
 
 1914 
 
 1 9 1 5 
 
 1916 
 
 1 9 1 7 
 
 1918 
 
 1 9 1 9 
 
 7> I0 3 
 
 7,282 
 
 7.002 
 
 7.003 
 7,011 
 6,528 
 
7 
 
 In these classes for young children the conditions of school 
 life have greatly improved during the past few years. The children 
 are in the charge of tactful and sympathetic teachers, formal in- 
 struction plays a continuously decreasing part, while freedom, 
 play, rest, and matters of general health and hygiene become 
 more prominent. 
 
 The present conditions in the Infants’ Departments of Element- 
 ary Schools, though far from ideal, are steadily improving, and there 
 is hope that with the provision of a larger staff, specially suited to 
 deal with children of tender years, with improved accommodation 
 and additional opportunities for rest and possibly for food also, 
 these classes will more closely approach the conditions that should 
 obtain in dealing with children of tender years. 
 
 There are in Leeds at the present time 20,199 children between 
 2 and 5 years of age. 
 
 2,909 boys and 2,898 girls between 2 and 3 years of age. 
 
 3-378 „ 3>434 „ 3 >> 4 
 
 3,834 „ 3,746 „ 4 „ 5 
 
 For a good proportion of these the home conditions are satis- 
 factory ; for the remainder — possibly 10,000 — accommodation in 
 the nature of Nursery Schools or Classes will be required. 
 
 To meet this requirement by the provision of new ideal Nursery 
 Schools with small accommodation, special equipment, and specially 
 selected teachers, with facilities for play, food, and rest, equivalent 
 to the facilities found in a good home, would at the present time 
 be impracticable, and it is suggested — 
 
 (a) That the accommodation for young children at present 
 provided in the Infants’ Departments of the Elementary 
 Schools should be utilised, that greater facilities for 
 recreation and rest should be provided, that an adequate 
 supply of suitably trained teachers should be attached to 
 these Schools, and that the conditions as regards freedom 
 from formal instruction, attention to health and hygiene, 
 and the amenities of child life should be improved. 
 
 ( b ) That in the industrial parts of the City two or three new 
 Nursery Schools separately organised and apart from the 
 Elementary Schools should be established. They should 
 be specially equipped and staffed with teachers specially 
 adapted to deal with the youngest children. These 
 Nursery Schools should be placed in districts where there 
 are a large number of young children, and where suitable 
 buildings can be obtained. The Schools should be watched 
 
8 
 
 Elementary 
 
 Schools 
 
 as an experiment, and other Schools of this type should 
 be organised as the demand for additional provision 
 becomes apparent. 
 
 It will be remembered that during recent years a Voluntary 
 Committee of ladies have organised and established a number 
 of Nurseries in various parts of the city. It would be possible 
 to organise small Nursery Schools in connection with the Nurseries, 
 and if the Nurseries remain under private management, the Nursery 
 Schools might receive financial aid from the City Council, subject 
 to the representation of the Education Committee on the governing 
 body of the Nurseries and to inspection of the Nursery Schools 
 by the Local Education Authority. 
 
 At the present time negotiations are in progress for the transfer 
 of the Nurseries from the Nurseries Committee to the City Council, 
 and if the transfer is completed there should be no difficulty in 
 establishing small Nursery Schools or Classes in connection with 
 the Nurseries, provided suitable accommodation exists for that 
 purpose. 
 
 For the control and management of the Nurseries there should 
 be a joint Management Committee to ensure the closest co-operation 
 between the Education Committee and the Health Committee. 
 
 As outlined above, there are opportunities under the Education 
 Act of 1918 for a comprehensive provision of Nursery Schools 
 and Nursery Classes, and for the development of existing Infant 
 School provision with a view to the care of children between 2 
 and 5 years of age, but it is left entirely to the discretion of the 
 Local Education Authority to decide as to the nature and extent 
 of such provision. 
 
 It is not, however, a matter of the Authority’s discretion as 
 regards the development at the end of the present Elementary 
 School period. By the new Act, half-time attendance at the 
 Elementary School is abolished ; attendance to the end of the 
 term in which the child reaches the age of 14 is compulsory unless 
 the child is transferred to a School other than Elementary (if the 
 Local Education Authority by bye-law so determines the com- 
 pulsory attendance may be raised from 14 to 15 years of age) : 
 and an obligation is laid on the Local Education Authority to make 
 adequate and suitable provision by means of Central Schools, 
 Central or Special Classes, or otherwise, for practical instruction, 
 for courses of advanced instruction for the older or more intelligent 
 children, and for the preparation of children for further education 
 in Schools other than elementary. 
 
9 
 
 In Leeds the leaving age for Elementary School children has 
 been in general 13 years, and children have left School on reaching 
 that age irrespective of the period of school life they may have 
 reached. The period of the child’s school life has been far too 
 brief — the additional year will prove of inestimable value to the 
 children, and at the same time be beneficial economically. The 
 raising of the leaving age and the determination of the School period 
 only at the end of a term will have a strong influence on the later 
 years of the Elementary School life of the children, and will do 
 much to quench the spirit of dissatisfaction with the results of 
 primary education which has been evident for some years. 
 
 Under the present system of haphazard termination of the 
 school life of children, the steady fall in the numbers in the upper 
 classes of Elementary Schools has made the grouping of such classes 
 necessary, which has involved a certain amount of repetition of 
 work, and made the staffing of the upper standards somewhat 
 difficult. The new conditions will allow suitable schemes of study 
 to be framed for the children between 12 and 14 years of age, which, 
 while retaining the basis of a general education, will tend also by 
 the inclusion of adequate and suitable practical work to prepare 
 the children for their careers after they leave School. It will fall, 
 therefore, to the Local Education Authority to ensure that the 
 extended school life of the children shall be utilised to the best 
 advantage. 
 
 In arranging the curricula for the higher classes, due attention 
 should be paid to the possible future occupation of the pupils, in 
 order that the School may be in reality a preparation for the business 
 of life ; and though the methods of teaching are alike for boys 
 and girls, it becomes necessary to differentiate in the subjects 
 of instruction when the scholars reach the higher classes. 
 
 A large proportion of the boys from our Elementary Schools 
 enter some branch of industry, and for these the course of study, 
 while remaining on broad general lines, should be somewhat in- 
 dustrial in character. The study of English should be encouraged 
 with a view to give the boys facility in the use of their language 
 and the power to describe what they see and to express their ideas 
 in clear and concise terms. At the same time the instruction 
 should result in the pupils having a taste for reading and general 
 literature. Included in the scheme of English would be Reading. 
 Composition, Writing, Geography to give the pupils a general 
 knowledge of the industries of the world, and History to give them 
 ideas of the great movements in connection with their own country 
 and the desire to study their duties as future citizens. Mathe- 
 matics and Handicraft naturally form an essential part of the 
 
 Courses of 
 Instruction 
 
10 
 
 curriculum. The Pure Arithmetic which is so often followed at 
 present should give place to a course of Practical Mathematics, 
 in which the pupils take actual measurements and do practical 
 work. Measuring, Sketching, Technical Drawing, the Elements, 
 of Algebra and Geometry, and the use of simple formulae form the 
 Mathematical teaching required. The methods of instruction 
 should be mainly experimental, and associated with the Mathe- 
 matics in the top class there might well be lessons in simple Mechanics- 
 in which each experiment would have the definite aim of enabling 
 the pupil to find for himself some general principle underlying 
 the trades of the district. The course in Handicraft, consisting 
 of Woodwork, and, if possible, some Metalwork, should be closely 
 associated with the Drawing and with the Mechanics, and 
 simple pieces of apparatus for demonstration purposes and for 
 experiments might be made in the workshop. Physical education, 
 combining class instruction and organised games should, of course,, 
 receive due attention, as being a most important factor in the- 
 after success of the boys. 
 
 The large majority of the girls in the Elementary Schools- 
 ultimately enter domestic work and find themselves employed in 
 some capacity about the house. For the girls in the senior classes- 
 of our Primary Schools, therefore, the scheme of study should 
 have a domestic bias, and the education of girls should be organised 
 on lines more calculated to produce women competent to manage 
 a home. The study of English, with Reading forming a large- 
 section, should aim at instilling in the girls a love of reading and 
 the desire to study the best literature. In Geography and History 
 such parts should be taken as would be more or less applicable to 
 the home and to the part that women have played in the history 
 of our own and other countries. The Arithmetic that is now taken 
 in so many of our Elementary Schools should be replaced by a 
 scheme of Home Arithmetic, which, as the name suggests, would 
 include all types of problems likely to crop up in the management 
 of a home. Suitable Physical Education, including free move- 
 ments, morris dancing, and folk songs, would naturally find a place 
 in the curriculum, and in connection with this branch of education 
 the girls might learn much concerning personal hygiene and the 
 conditions that affect health. 
 
 A scheme of instruction in the principles of housecraft, in- 
 cluding in addition to the various household duties, the necessity 
 for cleanliness and fresh air in the home, the cleanliness and care of 
 one’s own person, the principles of hygiene, and the care and manage- 
 ment of infants, should form a prominent feature of the work, all 
 
II 
 
 the instruction being given on practical lines and, wherever possible, 
 based on the experience of the pupils themselves. 
 
 In conjunction with the Housecraft, there should be a course 
 of lessons with practice in Cookery, the dishes taught being in the 
 main such as would be suitable for artisans. The principles of 
 nutrition, the need of suitable food, the necessity for domestic 
 cleanliness, and other matters pertaining to the kitchen, would be 
 brought to the notice of the girls. For the girls in the last year 
 of their school life, there might also be simple lessons in Laundry- 
 work. Linked up also with the course in Housecraft, there should 
 be a scheme of Needlework specially adapted to meet the needs of 
 the girls. The scheme should include Drawing ; opportunities 
 should be provided for teaching the girls suitable methods of repairing 
 garments, and a high standard of plain sewing should be insisted 
 upon. The Needlework scheme might well be arranged to lead up 
 to a course of lessons in Elementary Dressmaking, the instruction 
 in which should be on practical lines and such as could be applied 
 by the girls at home. 
 
 For some time there has been a strong demand for industrial 
 or vocational education, but while it is recognised that practical 
 work should form a prominent part of the curricula, it must not 
 be overlooked that the real purpose of Elementary Education is 
 not to prepare the children for particular trades, but to develop 
 their faculties, to give them an all-round education, and so fit 
 them to enter any walk of life. 
 
 To make success possible for the courses of instruction for 
 boys and girls between 12 and 14 years of age, some modification 
 of school buildings and extension of equipment will be necessary. 
 For the purposes of practical instruction which will form an essential 
 part of the curricula, rooms for work of a special character must 
 be provided. 
 
 There are scattered throughout the City 24 Manual Instruction 
 Centres, providing accommodation for 8,260 boys to receive one 
 half-day’s instruction per week, and there are also 53 Domestic 
 Centres for Cookery, Laundrywork, or Housewifery, in which 
 senior girls of the Elementary Schools are taught these domestic 
 subjects. To enable the children to obtain this practical instruction 
 before reaching the present school-leaving age, it has been necessary 
 to commence the work at rather an early age ; with the extended 
 school life these phases of work should not be commenced until 
 the children enter the course arranged for pupils from 12 to 14 
 years of age, when they will be better fitted to benefit from the 
 instruction. 
 
 The School 
 Buildings 
 
12 
 
 Completion of 
 
 Elementary 
 
 Education 
 
 At the age of n to 12 a proportion of the Elementary School 
 children will transfer to the Secondary Schools, and at this point 
 in the school career of the children it falls to the head teachers 
 from their personal knowledge of the scholars to advise the parents 
 as to the desirability of entering individual children for a Secondarv 
 School education. To ensure that no suitable pupil should miss 
 the benefits of Higher Education through lack of information as to 
 the facilities that exist or the advantages to be derived from such 
 education, the Committee some years ago instituted a scheme to 
 link up the Elementary Schools with the institutions for Higher 
 Education in the City. Each year the head teachers of the Ele- 
 mentary Schools are a^ked to select the pupils in their Schools 
 whom they consider suitable for Secondary or Day Preparatory 
 Trades School education, and to obtain an interview with the 
 parents of such pupils and bring to their notice the advantages of 
 Higher Education. Prospectuses and a supply of circulars setting 
 forth the advantages to be derived from attendance at Higher 
 Schools are provided. The success of the scheme depends on the 
 hearty co-operation of the head teachers of the Elementary Schools, 
 whose influence is of great importance in directing capable pupils 
 towards Secondary Schools or other institutions for Higher Educa- 
 tion. 
 
 No Central Schools for elementary work are suggested. It 
 is strongly urged that the Elementary School children should remain 
 until the Elementary School life is complete under the influence 
 of the head teachers who have full knowledge of the children gathered 
 during the earlier years of school life, and that the present Ele- 
 mentary Schools should have continuous and systematic courses 
 of work graded for groups of children up to the Elementary School 
 leaving age. The formation and development of character is of 
 first importance. Smaller classes, a more adequate supply of 
 specially qualified teachers, further equipment, and considerable 
 modification of rooms for special work will be necessary in con- 
 nection with the courses for children between 12 and 14 years of 
 age. There must also be some extension of the provision for Hand- 
 work — Woodwork and Metalwork — and for the Domestic Subjects 
 instruction — Cookery, Laundrywork, and Housewifery. 
 
 The Elementary School accommodation is 92,572, with 73,269 
 children on the roll, and an average attendance of 65,055. 
 
 There is therefore an excess accommodation of 19,303 places, 
 due mainly to demolition of property and migration of population ; 
 and the following table indicates the districts in which the excess 
 accommodation exists : — 
 
13 
 
 District 
 
 Places 
 
 Accomn. 
 
 Spare 
 
 Shortage 
 
 Mabgate 
 
 5,327 1,699 
 
 — 
 
 Bank ... 
 
 4,123 780 
 
 — 
 
 Richmond Hill 
 
 2,920 — 
 
 38 
 
 Burmantof ts ... 
 
 3,461 36 
 
 — 
 
 Harehills 
 
 6.559 1,581 
 
 — 
 
 New Leeds 
 
 6,l66 2,021 
 
 — 
 
 Chapel town 
 
 5,070 1,332 
 
 - — 
 
 Woodhouse 
 
 3,977 161 
 
 — 
 
 Central 
 
 3,966 982 
 
 — 
 
 St. Simon’s 
 
 5,654 1,732 
 
 — 
 
 Kirkstall 
 
 4-657 I -395 
 
 — 
 
 Bramley 
 
 4,332 1,205 
 
 — 
 
 Farnley 
 
 4,464 923 
 
 — 
 
 Armley 
 
 3,912 1,090 
 
 — 
 
 Whitehall Road 
 
 5,207 883 
 
 — 
 
 Hoi beck 
 
 4,243 312 
 
 — 
 
 Beeston Hill ... ... 
 
 4,661 I.IOI 
 
 1 — 
 
 Hunslet Hall 
 
 4,192 806 
 
 — 
 
 East Hunslet 
 
 4,648 
 
 20 
 
 Pottery Field ... 
 
 4.183 1,126 
 
 
 Added Area ... 
 
 850 196 
 
 
 Totals 
 
 92,572 19,361 
 
 58 
 
 Total ... 19,361— 58 = 19,303 spare places. 
 
 This excess accommodation so far as possible will be used to 
 meet the requirements of the additional year of school life of Ele- 
 mentary children, and in certain cases it may be necessary to move 
 one or two of the lowest classes from the Upper Department into 
 the Infants’ Department to provide the required accommodation 
 for Elementary School children between the age of 12 and 14. 
 
 The development of Higher Courses in the Elementary Schools J f ^ r C h a 0 n cjis atlon 
 will involve the provision of suitable accommodation, and certain 
 of the Elementary Schools should be reorganised. It is generally 
 recognised that senior boys in Elementary Schools should be under 
 the control of men teachers, and it is equally desirable that senior 
 girls should be under the control of women teachers. To meet this 
 requirement, the proper organisation of Elementary Schools is 
 a lower department which might be known as the Junior (Infant 
 or Kindergarten) School, and would be attended by boys and girls, 
 followed by a Senior Boys’ School on the one hand and a Senior 
 Girls’ School on the other. In this respect the reorganisation of 
 the following Schools calls for consideration — 
 
!4 
 
 Jack Lane School, which at present has five departments — 
 Senior Boys, Senior Girls, Junior Boys, Junior Girls, and 
 Infants. 
 
 Beckett Street, Dewsbury Road, Green Lane, Meanwood 
 Road, Quarry Mount, and Whitehall Road, each of which at 
 present has four departments — Senior Boys, Senior Girls, 
 Junior Mixed, and Infants. 
 
 Brudenell, Brownhill, Cowper Street, Castleton, Ingram Road, 
 Victoria, and Cross Flatts, each of which at present has three 
 departments, all attended by both boys and girls — Senior 
 Mixed, Junior Mixed, and Infants. 
 
 There are also St. Charles’ R.C. and St. Mary’s R.C. Schools, 
 each with four departments — Boys, Girls, Juniors, and 
 Infants. 
 
 The reorganisation should be on the basis of three schools, 
 a lower school for young children of both sexes, and two Senior 
 Schools, one for boys and the other for girls. 
 
 There are at present 14 Head Masters of Junior Schools who 
 would be displaced by the suggested reorganisation, but on the 
 opening of Day Continuation Schools a selection would be made 
 from the most suitable of the Head Masters for this work. By this 
 selection and by the retirement of a number of Masters on reaching 
 the pension age, vacancies in Headships in the Elementary Schools 
 will occur, and opportunities of promotion for the men now serving 
 as Head Masters of Junior Schools will be provided. 
 
 In general each Boys’ School and each Girls’ School would be 
 self-contained, having progressive courses of instruction up to the 
 actual leaving age of Elementary School children. To meet the 
 special circumstances of the smaller Schools in the outlying dis- 
 tricts, it might be necessary to combine the older children for the 
 Advanced Courses, and arrange for such Courses to be held in the 
 respective schools alternately year by year. 
 
 General Im- 
 provement of 
 Elementary 
 Schools 
 
 While arranging for the special courses of instruction for the 
 children between 12 and 14, opportunity should be taken to improve 
 the general conditions of Elementary School life in all its stages. 
 A number of the school buildings in Leeds are quite out of date 
 and call for early modification to provide improved accommodation. 
 The Education Committee had adopted a policy of gradual improve- 
 ment of the school accommodation before the war, and as a result 
 such Schools as Blenheim Council School. Park Lane Council School, 
 and Hunslet Carr Council School, have been very materially modified 
 
i5 
 
 and improved. There are many other Schools which require the 
 same drastic treatment in the interests of cleanliness, ventilation, 
 improved lighting and heating, and the general welfare of the 
 child. 
 
 The following Schools in view of their age and geographical 
 position should be dealt with as early as possible — : 
 
 1. Jack Lane Council School (five department school). 
 
 _ , . fto complete the 
 
 2. Beeston Council School 
 
 3. Bramley Council School (Hough Lane)'! res P e g lve U1 
 
 ^ J vo | mg schemes. 
 
 4. Ellerby Lane Council School — playground to complete and 
 
 building to modernise. 
 
 5. Primrose Hill Council School — very old main building to 
 
 modernise. 
 
 6. St Peter’s Square Council School — building to modernise. 
 
 7. Cross Stamford Street Council School — building to 
 
 modernise. 
 
 8. York Road Council School — building to modernise. 
 
 9. Saville Green Council School — building to modernise. 
 
 10. Little Holbeck Council School — this school does not 
 
 belong exclusively to the Education Committee, but it 
 requires modernising. 
 
 The following Schools also need modernising ; but mos,t of 
 them are not full, and the cases are not so urgent as those 
 noted above : — 
 
 1. Green Lane Boys’ and Girls’ Departments (Juniors and 
 
 Infants’ Departments have been modernised). 
 
 2. Princes Field (full) (Infants’ Department is modern). 
 
 3. Roundhay Road — large schoolrooms and very small 
 
 classrooms. 
 
 4. Sheepscar (full) — large schoolrooms. 
 
 5. Armley — large schoolrooms and very small classrooms. 
 
 6. Beeston Hill — large schoolrooms and some very small 
 
 classrooms. 
 
 7. Belle Vue Road — large schoolrooms and some very small 
 
 classrooms. 
 
 8. Burley Lawn — large schoolrooms. 
 
 9. Burley Road (dangerous playground) — large school- 
 
 rooms and several small classrooms. 
 
 10. Kirkstall — large schoolrooms and several small class- 
 
 rooms. 
 
 11. Quarry Mount] schools with long narrow schoolrooms and 
 
 12. Beckett Street] small classrooms. 
 
Obsolete 
 
 Buildings 
 
 New Buildings 
 
 16 
 
 13. Castleton 
 
 14. Whitehall Road schools with large schoolrooms on 
 
 15. Meanwood Road one side and small classrooms on 
 
 16. Dewsbury Road opposite side. 
 
 17. Lower Wortley 
 
 18. South Accommodation Road— schoolroom type with 
 
 several small classrooms. 
 
 With regard to the Non-provided Schools, some well-adapted 
 school buildings have been erected during recent years, but it must 
 be acknowledged that many of the other buildings urgently need 
 remodelling. To bring them into line with the standard adopted 
 for Council School buildings would involve structural alterations 
 in many of the Non-provided Schools of the City, but as these 
 school buildings are not the property of the City Council, the 
 cost of remodelling them would not be a charge on the rates. 
 
 It is doubtful whether certain school buildings, such as 
 Leylands Council, Farnley Council, Christ Church N. (Meadow 
 Lane), Hunslet St. Jude’s N., Hunslet St. Silas’ N., St. George’s N., 
 and Hunslet St. Joseph’s R.C. Schools, could be improved very 
 materially even with modification, and it would perhaps be better 
 economy to arrange for the early disuse of these buildings as 
 schools and to erect other buildings to take their place. 
 
 The improvement of the buildings should be accompanied by 
 improved equipment — furniture and apparatus- — and by the best 
 possible selection of text books and other school materials. The 
 importance of the early school life of the children cannot be over- 
 estimated. If proper courses of study are followed under a satis- 
 factory environment, in suitable school buildings with proper 
 equipment, and in charge of qualified and efficient and zealous, 
 teachers, the children’s faculties, physical, mental, and moral, will 
 be developed, a sound preparation for further education will be 
 laid, and the possibility of a successful after-school career will be 
 brought within reach of the Elementary School child. 
 
 The outbreak of war resulted in the suspension of school 
 building operations apart from minor alterations which were 
 necessary and urgent in the interests of the children. There is 
 therefore much work to be done to make up for time lost during 
 the war, and the following work which had been decided upon before 
 1914 should be put in hand at the earliest possible moment : — 
 
 1. The new York Road Council School (East Leeds). 
 
 2. Infants’ School at Bramley Hough Lane, and remodelling 
 
 of the old school buildings. 
 
*7 
 
 3. Remodelling of Beeston School buildings. 
 
 4. Remodelling of Jack Lane School buildings. 
 
 5. The new School at Farnley. 
 
 The City Council have under consideration projected housing 
 schemes for the Middleton district, for Crossgates, for Hawkes- 
 worth Wood, for Meanwood, and for Stanningley Road. For the 
 children who will live in these districts School accommodation will 
 be needed, the provision of which should receive the attention of 
 the Local Education Authority before progress is made with the 
 building schemes. 
 
 The Committee hold the following building sites which have 
 been purchased from time to time. Some of these sites might 
 possibly be used in connection with the provision for Continuation 
 Schools, if not for additional Elementary School accommodation : — 
 
 Kirks tall Lane, Headingley (small site). 
 
 Meanwood (large site). 
 
 Oldfield Lane (large site). 
 
 Bramley, required for Infants’ School. 
 
 Whingate, bought for an Infants’ School. 
 
 York Road (large site). 
 
 Roundhay (large site). 
 
 Joseph Street (adjoining the Baths). 
 
 The sites at Kirkstall Lane and Joseph Street are not likely 
 to be required for educational purposes, and might be sold. 
 
 The existence of Private Schools of a more or less unsatisfactory 
 character has in the past been a difficulty in securing the efficient 
 elementary education of some children of the city ; but under 
 the recent Education Act, Private Schools are not to be regarded 
 as providing efficient elementary instruction unless satisfactory 
 registers are kept, and the Schools are open to inspection either 
 by the Local Authority or by the Board of Education. 
 
 There are between 40 and 50 Private Schools in Leeds, none 
 of which are open to inspection, and at few of which registers are 
 kept. More than 1,500 children are in attendance, many of whom 
 unfortunately are receiving instruction amid unsatisfactory sur- 
 roundings and from persons holding no teaching qualification. 
 
 The provisions of Section 8 (3) of the Education Act, 1918, 
 which gives to the Inspectors of the Board of Education or of the 
 Local Education Authority a limited right of entry to inspect 
 such Schools and to ascertain the efficiency of the instruction, 
 will materially aid the Local Education Authority in ensuring that 
 
 B 
 
 Private 
 
 Schools 
 
i8 
 
 all children within the area are receiving efficient instruction. 
 Should a Private School refuse to keep satisfactory registers, or 
 decline facilities for inspection, the Local Education Authority 
 may take proceedings against the parents of children attending 
 such Schools with the object of compelling the children’s attendance 
 at certified efficient Schools. 
 
 Particulars regarding the Private Schools in Leeds are given 
 in Appendix B. 
 
 Other clauses of the Education Act, 1918, extend the responsi- 
 bility and powers of the Local Education Authority with regard 
 to the education and general welfare of children of Elementary 
 School age. 
 
 By Section 8 (6), children in attendance at any Elementary 
 School must attend classes for special instruction or demonstration 
 whether conducted on the School premises or not, as the Local 
 Education Authority may direct. 
 
 By Section 8 (7), children are compelled to attend School 
 within any distance prescribed by local bye-law instead of within 
 the two miles’ limit, as set forth in Section 11 of the Elementary 
 Education Act, 1876. 
 
 By Section 9 (2), the Local Education Authority, subject to 
 the approval of the Board of Education, may refuse admission 
 to Elementary Schools except at the beginning of a term. The 
 operation of this provision would doubtless check a large amount 
 of unnecessary migration from school to school. 
 
 Under Section 21, the Local Education Authority receives 
 power to make provision for the education of children in exceptional 
 circumstances. Where children, owing to the remoteness of their 
 homes, or the conditions under which they are living, or other 
 exceptional circumstances affecting them, are not in a position to 
 receive the full benefit of education by means of the ordinary 
 provision made by the Authority, the Authority may, with the 
 approval of the Board of Education, make arrangements either of 
 a permanent or of a temporary character, including the provision 
 of board and lodging, to enable such children to receive the benefit 
 of efficient elementary education ; and may for that purpose 
 enter into such agreement with the parent as they think proper. 
 
 This is a comprehensive section, and appears sufficiently wide 
 to bring within its scope the children of van dwellers and those 
 living on canal boats, whose attendance at the ordinary Elementary 
 Schools it has been difficult to compel. 
 
*9 
 
 In 1917 regulations were issued by the Board of Education RecreaUon^° f 
 empowering Local Education Authorities to supply or aid the supply school^ 
 of Evening Play Centres for children in Elementary Schools, and 
 undertaking to pay grants amounting to one -half the approved 
 cost of organising and carrying on such centres. 
 
 It cannot be denied that for the great mass of Elementary 
 School children facilities for play and the proper use of their leisure 
 time are practically non-existent ; and the purpose of the Evening 
 Play Centres is to provide suitable recreation for children, especially 
 in the poorer districts, under reasonable conditions and proper 
 supervision, and by property organised games to develop among 
 the children the idea of co-operation and social effort. 
 
 In virtue of these regulations, six Play Centres have been 
 established in the following Schools which are situated in the 
 industrial parts of the city : — 
 
 Hunslet Lane. 
 
 Park Lane. 
 
 Isles Lane. 
 
 Hunslet National. 
 
 Green Lane. 
 
 Ellerby Lane (organised by the Red House Settlement). 
 
 The centres are open on three evenings each week to children 
 of school age, and under the supervision of an enthusiastic staff 
 over 2,000 children were provided with shelter and suitable occu- 
 pation during the past year. 
 
 The centres, which were started as an experiment, have proved 
 a success. They tend to develop the physique of the children, 
 preserve their health, encourage a desire for suitable recreation 
 and the proper use of leisure time, teach consideration for others, 
 and develop character ; and it is certainty desirable that the full 
 development of Evening Play Centres should be encouraged, es- 
 pecially in the more densely populated parts of the city. 
 
20 
 
 The Education of Mentally and 
 Physically Defective Children 
 
 The Leeds Education Authority for many years have provided 
 accommodation for the education, in Schools of special type, of 
 children who by reason of mental or physical disability were unable 
 to benefit from the instruction given in the ordinary Elementary 
 Schools. 
 
 Under the Elementary Education (Defective and Epileptic 
 Children) Act, 1899, power was given to Local Education Authori- 
 ties to determine what children are defective and epileptic, and 
 to make suitable provision for their education, the period of com- 
 pulsory education in the case of such children being extended to 
 the age of 16 years ; and by reason of this permissive Act, the 
 Leeds Education Authority established in January, 1900, classes 
 to accommodate 40 mentally defective children in class-rooms 
 attached to the Princes Field School. The first permanent Special 
 School for Mentally Defective Children in Leeds was opened at 
 Lovell Road in August, 1901, and since then other similar Schools 
 have been added. 
 
 The Elementary Education (Blind and Deaf Children) Act, 
 1893, placed on the Education Authority the duty to enable blind 
 and deaf children resident in their district, for whose elementary 
 education efficient and suitable provision is not otherwise made, 
 to obtain such education, and for that purpose to make suitable 
 provision for Elementary Education for all blind and deaf children 
 up to the age of 16 years in their area. The late School Board, 
 so far back as 1881, organised a Special School for Deaf Children 
 in temporary premises at the Salem Board School, which at first 
 met only for the morning session, and in 1899, in virtue of the 
 provisions of the Act of 1893, the present School for Deaf, School 
 for Blind, and the adjoining Home in Blenheim Walk were opened, 
 to which the deaf children were transferred, as well as the blind 
 children, who before 1890 were taught under the auspices of the 
 Institute for the Blind, in which year the late School Board took 
 over from the Institute the education of blind children. 
 
 The Elementary Education (Defective and Epileptic Children) 
 Act, 1914, imposed on Local Education Authorities, subject to 
 certain limitations and safeguards, the duty of making provision 
 for the instruction of educable mentally defective children between 
 the ages of 7 and 16. 
 
21 
 
 Under the Education Act, 1918, Section 20, provision of facili- 
 ties for the education of physically defective and epileptic children 
 becomes compulsory, though the provision of residential accom- 
 modation for such children may be optional until seven years 
 after the appointed day : — 
 
 “A local Education Authority shall make arrangements 
 under the Elementary Education (Defective and Epileptic 
 Children) Acts, 1899 to 1914, for ascertaining what children 
 in their area are physically defective or epileptic within the 
 meaning of those Acts, and the provisions of the Elementary 
 Education (Defective and Epileptic Children) Act, 1914, 
 relating to mentally defective children, shall be extended so 
 as to apply to physically defective and epileptic children, 
 and accordingly that Act shall have effect as if references 
 therein to mentally defective children included references to 
 physically defective and epileptic children.” 
 
 Below is set forth the present position in Leeds as regards 
 the various types of Special Schools. 
 
 Accommodation at present exists in Leeds for the education 
 of mentally defective children at the following Schools : — 
 
 Armley Park Special School 
 
 ... 80 places. 
 
 East Leeds Special School 
 
 ... 80 „ 
 
 Hunslet Hall Road Special School 
 
 ••• 50 
 
 Hunslet Lane Special School 
 
 ... 60 
 
 Lovell Road Special School 
 
 ••• 50 
 
 
 320 
 
 There are at present 296 mentally defective children on the 
 roll of the Schools in Leeds, 31 of whom are from districts outside 
 the city area. 
 
 The accommodation for the education of mentally defective 
 children in Leeds is adequate for present needs, but it cannot 
 be said that all the accommodation is suitable. The Schools at 
 Armley Park and at East Leeds are quite good. The buildings are 
 substantial, well arranged, and well equipped, with an abundance 
 of fresh air and light, and situated quite apart from other school 
 buildings. 
 
 In a less degree the Schools at Lovell Road and Hunslet Hall 
 Road are satisfactory. Though built on the site of other school 
 buildings, they are self-contained, and the children do not mix 
 with the children of the neighbouring School departments. 
 
 Mentally 
 
 Defective 
 
 Children 
 
22 
 
 Crippled 
 
 Children 
 
 Blind and 
 Deaf Children 
 
 The accommodation at Hunslet Lane, however, is far from 
 satisfactory. The Special School is held in a part of the premises 
 of an Elementary School. The rooms are dingy, neither well 
 lighted nor well ventilated, and the children have to use the play- 
 ground in common with the children of the adjoining Elementary 
 School. From time to time attempts have been made to improve 
 the accommodation, and make it more suited for its purpose, but 
 without great effect ; and it must be acknowledged that the present 
 premises are incapable of being made really suitable for the educa- 
 tion of mentally defective children, whose surroundings should 
 be bright and attractive. 
 
 It is therefore suggested that a new building, planned and 
 equipped for the purpose, should be erected in as pleasant sur- 
 roundings as may be possible on the outskirts of South Leeds to 
 accommodate the mentally defective children of that area. The 
 extension of the school age of Elementary School children will 
 allow the premises at Hunslet Lane to be advantageously used as 
 part of the Hunslet Lane Elementary School. 
 
 The School for Crippled Children at Clarendon House accom- 
 modates 82 children. The premises, though situated in pleasant 
 grounds, are by no means well adapted for the purposes of such 
 a School, and there are, moreover, in the Elementary Schools of 
 the city, many crippled and invalid children who are unfit for 
 instruction side by side with the physically normal. These children 
 should be in Special Schools, though the accommodation at Clarendon 
 House, unsatisfactory though it is, is already utilised to its fullest 
 extent. 
 
 It is the duty of the Local Education Authority to provide 
 educational facilities for all children within its area, and the pro- 
 vision of more adequate and better accommodation for crippled 
 children is an urgent matter. Two schools — one for the northern 
 half of the City, and the other for the southern half of the City — 
 should be erected on sites providing the fullest amount of light, 
 fresh air, and open-air accommodation. They should be one 
 storey in height, with large airy classrooms, suitably equipped and 
 furnished to meet the particular needs of these physically defective 
 children. 
 
 In the Schools at Blenheim Walk accommodation is provided 
 for 162 deaf and 106 blind children, while residential accommodation 
 exists in the home at Blenheim Walk and at Clarendon House for 
 147 of these children. There are at present in attendance at the 
 Schools 122 deaf children and 144 blind children, of whom 44 deaf 
 and 96 blind are children of Leeds parents. 
 
23 
 
 The only additional accommodation suggested is for myopic 
 children. There are at present two classes for these children — 
 one at the Blind School and a Branch Centre at Hunslet Lane. 
 
 There are other children in the Elementary Schools who should be 
 receiving their education under conditions more suited to their 
 eyesight, and as soon as suitable staff can be obtained, other similar 
 centres should be opened in districts so arranged as to allow easy 
 transit of the children between their homes and the centres. 
 
 Section 20 of the Education Act, 1918, imposes on the Local Epileptic 
 Education Authority the duty of making provision for the education 
 of epileptic and physically defective children. The provisions of 
 the Elementary Education (Defective and Epileptic Children) Act, 
 
 1914, relating to mentally defective children, are extended so as 
 to apply to physically defective and epileptic children. 
 
 No provision at present exists in Leeds for the education of 
 epileptic children. It is estimated that over 100 such children 
 are in attendance at the Elementary Schools. A Day School for 
 epileptics is therefore urgently required, and the provision of a 
 residential colony for epileptics should be considered by the Com- 
 mittee in the near future. This type of facility is essentially one 
 in the provision of which Local Education Authorities should 
 co-operate. 
 
 Before the outbreak of war the Committee had under review °P en Air 
 
 Schools 
 
 a proposal to establish an Open-air School for those children who 
 from physical disability are unable to take continuous advantage 
 of the instruction in the ordinary schools, and who consequently 
 are out of school for indefinite and often prolonged periods. A few 
 months in an Open-air School, amid healthy surroundings and 
 with an adequate supply of fresh air and rest, would probably enable 
 these children to resume their place with profit in an ordinary 
 school. 
 
 There were 137 cases of phthisis or suspected phthisis reported 
 by the School Medical Officers at their visits to the Schools 
 of the City during 1917, and in the educational system of an in- 
 dustrial centre like Leeds, Open-air School accommodation should 
 have a definite place. 
 
 It is estimated that at first two Open-air Schools providing 
 accommodation for something like 100 children each should be 
 provided. They should naturally be situated on the outskirts of 
 the city where the surroundings would be most likely to benefit 
 the debilitated children. 
 
24 
 
 Dull or 
 Backward 
 ^Children 
 
 Industrial 
 
 Schools 
 
 Complete and continued change from the unsatisfactory 
 surroundings, which would be provided by a residential Open-air 
 School, would be likely to prove far more beneficial than attendance 
 during the daytime only at a non-residential Open-air School, and 
 it is suggested that if possible the Committee should arrange fcr 
 the establishment of two Open-air Schools — one residential and 
 one non-residential School. From careful observation of the 
 physical and mental progress of the children, conclusions could 
 be drawn as to the relative advantages of the two types. 
 Experiment might well be made with the wooden buildings on 
 the Training College site, or with suitable army hutments placed 
 in a convenient position on the outskirts of the City. 
 
 It is incumbent on Local Education Authorities to make 
 provision for the education of the children within their area. 
 Backward children, as distinct from mentally or physically defective 
 children, come within the provisions for compulsory elementary 
 education, and Local Education Authorities have the power to 
 make any special arrangement they may think fit to deal with 
 this problem. 
 
 There are two lines of educational thought with regard to the 
 treatment of children who are merely dull or backward. One, 
 that these children should be allowed to work side by side with 
 other children who are mentally more alert and receive such 
 additional individual attention as may be possible. Contact with 
 normal children at work and play has frequently proved a stimulus 
 and should not be lightly put aside. Unfortunately the required 
 individual attention is practically impossible with the present 
 large classes of the Elementary Schools. The other line is to 
 segregate the backward children into separate classes for teaching 
 under selected teachers endowed with patience and sympathy, 
 in the hope that later these children may be enabled to resume 
 their place among the normal children. 
 
 The general improvement in the conditions of Elementary 
 School life, consequent on the Education Act, 1918, will ultimately 
 result in smaller classes, in improved equipment, in better classifica- 
 tion according to attainment and capacity, and, it is hoped, in 
 a more adequate number of teachers specially qualified for different 
 branches of educational work. 
 
 There are two Industrial Schools under the Leeds Education 
 Authority — one at Thorparch, with accommodation for 100 girls, 
 and the other at Shadwell, with accommodation for 180 boys. 
 
25 
 
 Forty-seven boys and 28 girls are from areas outside Leeds. 
 The Shadwell School buildings are old, and in many respects 
 ill-adapted for their work, and in the near future a scheme for 
 re-modelling and extending the present buildings and reorganising 
 the whole establishment on the basis of hostel accommodation, 
 utilising the present buildings for the education and training of the 
 boys, and improving the farm accommodation should be considered. 
 
 The Industrial Schools might with advantage be developed. 
 An increased number of senior boys and senior girls would justify 
 the heavy expense involved in the provision of thoroughly effective 
 courses of training and industrial preparation. The plan of hostel 
 accommodation, providing residence for age groups of these children, 
 with each hostel under efficient control and supervision, is recom- 
 mended. 
 
26 
 
 Continuation Schools 
 
 Though in virtue of the Education Act of 1918 all Elementary 
 School children will remain at School until the end of the term in 
 which they reach the age of 14, their education at that point cannot 
 be considered complete. Up to the present time continued educa- 
 tion, apart from that received in Secondary, Technical, and similar 
 voluntary Schools, has been provided by Evening Courses. It must be frankly 
 
 Education acknowledged that Evening Education, as affecting the large masses 
 
 of people, has been a failure. Some years ago the Leeds Education 
 Committee established a graded and systematised scheme of Evening 
 Education in which opportunities are provided for all classes of 
 workers to obtain the technical knowledge necessary to understand 
 the principles underlying their respective occupations, to become 
 better qualified for their work, and to secure increased opportunities 
 for pleasurable occupation of their leisure hours. It cannot be said, 
 however, that the efforts of the Committee have met with the 
 response that might have been expected. 
 
 The following table indicates the number of young people 
 in Leeds who have taken advantage of the facilities thus provided — 
 
 Session. 
 
 Total Enrolments 
 in Evening Schools. 
 
 Number per thousand 
 of population. 
 
 I909-IO 
 
 5,767 
 
 12-9 
 
 I9IO-II 
 
 6,382 
 
 14-3 
 
 I 9 II-I 2 
 
 6,853 
 
 15-3 
 
 1912-1:3 
 
 7,147 
 
 15-6 
 
 I 9 I 3 _I 4 
 
 7,528 
 
 16-3 
 
 1914-15 
 
 6,513 
 
 14-2 
 
 i 9 I 5 -i 6 
 
 5,955 
 
 12-9 
 
 1916-17 
 
 5,894 
 
 12-8 
 
 1917-18 
 
 6,619 
 
 14-4 
 
 1918-19 
 
 6,640 
 
 144 
 
 Average for 10 years 
 
 6,530 
 
 14*3 
 
 The students who have attended the Technical Evening Schools 
 have fully appreciated their value, and have derived considerable 
 benefit from the instruction, but there remains much the greater 
 portion of the community who have not responded to the efforts 
 made on their behalf. For a much larger proportion of the youth 
 of the country education beyond the elementary stage is essential 
 in the interest of the nation, and for this purpose the Voluntary 
 
27 
 
 Evening School system has not proved a success. It has not 
 touched the large majority who lack perseverance and ambition, 
 and are more feeble in ability and in character. For young workers 
 who have spent a full day in the factory or shop, attendance at an 
 Evening School is a very considerable strain on the health, and 
 no doubt the long hours of labour have made it practically impossible 
 for the majority of young people to attend Evening Schools with 
 any advantage to themselves. 
 
 Over 90 per cent, of English boys have finished their full 
 time education in Elementary Schools, and, taking England as a 
 whole, juvenile students in Evening Schools have not represented 
 more than 13-6 of the population of that age (under 17). Endeavours 
 have been made during the past few years to obtain the co-operation 
 of employers of labour in encouraging their young workpeople to 
 take advantage of the opportunities for further education and 
 for preparing themselves to become effective workers, but it 
 has been extremely difficult to obtain active co-operation on any 
 large scale. Consequently for the great majority of young people 
 there has been no mental or moral discipline during the years of 
 adolescence when such discipline is most necessary, and the lack 
 of a sense of responsibility among the young workers of the country 
 has been a serious menace to the national life. 
 
 By the Education Act of 1918, part-time continued education coEuJd 7 
 over the period of adolescence becomes compulsory. Continuation Education 
 Schools must be established, and from the appointed day attend- 
 ance at such Schools will be enforced for all young persons 
 between 14 and 16 years of age. Seven years later young people 
 will be required to attend Continuation Schools until they reach 
 the age of 18. They must attend Continuation Schools or classes 
 not less than 280 and not more than 320 hours in a year, and the 
 time of attendance must under ordinary conditions be in the 
 daytime, not before 8 in the morning and not later than 7 in the 
 evening. 
 
 Obligation to attend a Continuation School does not apply to 
 any young person who — 
 
 (a) Is 14 years of age on the appointed day. 
 
 {b) Has satisfactorily completed a course of training for and 
 is engaged in sea service. 
 
 ( c ) Is above 16 years of age and has passed a matriculation 
 or equivalent examination. 
 
 ( d ) Is shown to the satisfaction of the Local Education Au- 
 thority : — 
 
28 
 
 (i.) To have been under efficient full-time instruction 
 up to the age of 16 years. 
 
 (ii.) To be under efficient full-time instruction in some 
 other manner. 
 
 (iii.) To be under suitable and efficient part-time instruc- 
 tion in some other manner for a number of hours 
 in a year equal to this number of hours during which 
 the young person is required under the Education 
 Act to attend School. 
 
 Similar powers for the enforcement of attendance at Continua- 
 tion Schools will operate as in securing attendance at Elementary 
 Schools. Penalties for non-attendance of the young people may 
 be imposed on the young persons concerned, on the parent, and 
 on the employer. 
 
 A young person required to attend a Continuation School 
 and failing to attend, except in case of sickness or other un- 
 avoidable cause, is liable to a fine of 5s. for the first offence 
 and 20s. for any subsequent offence. — Section 11 (1). 
 
 A parent who conduces or connives at the failure on the part 
 of the young person to attend a Continuation School is liable to 
 a line of 40s. for the first offence, and £5 for any subsequent offence. 
 — Section 11 (2). 
 
 An employer who employs a young person in such a manner 
 as to prevent him attending a Continuation School which he is 
 required to attend under the Act, is liable to a fine of 40s. for the 
 first offence, and £5 for any subsequent offence. — (Section 16, 1, c.) 
 
 In Leeds about 6,500 children leave school at the age of 13 
 each year on the attendance qualification, having made 350 attend- 
 ances during each of five years. Notwithstanding this exemption 
 from attendance at Elementary Schools, it would appear that, if 
 on the appointed day these children are under 14 years of age, 
 they will be required to attend Continuation Schools. 
 
 The provisions of the Education Act, 1918, for the establish- 
 ment of Continuation Schools, form one of the most important 
 parts of the Act, and involve an educational reform of far-reaching 
 effect. The voluntary system of Evening Education as the main 
 means of continued education for adolescents disappears, and in its 
 place there is established a compulsory part-time system of Day 
 Continuation Education, in which there are possibilities of an 
 enormous influence on the education and economic prospects of 
 the youth of the country. Until the provisions for compulsory 
 
29 
 
 Day Continuation Education become fully operative, it will be 
 necessary to continue the Voluntary Evening School system for 
 those adolescents who are not in attendance at Day Schools. 
 The establishment of compulsory Continuation Schools brings 
 a new problem to the Education Committee. To the age of 
 14, the education of the child will be full-time education. During 
 the years of adolescence the education will be part-time education. 
 The transfer of the boy or girl from the Elementary School to the 
 Continuation School will be a very marked step in his or her life. 
 Part of the daytime will be devoted to work in the workshop or 
 factory, while some seven or eight hours a week will be devoted 
 to education during the daytime. To meet the needs of these 
 young people, the Continuation School, its equipment, and its 
 curriculum must be different from the ordinary Elementary School, 
 from its equipment, and from its curriculum. If the Continuation 
 Schools are to prove the success desired, there must be a different 
 educational environment from that generally found in Elementary 
 Schools, and the curricula must be in charge of specially selected 
 teachers. 
 
 The following return regarding age groups of children who 
 are now receiving Elementary Education, and who will reach 
 the present leaving age during the next three years, gives an indica- 
 tion of the Continuation School provision that will be required : — 
 
 Boys. Girls. 
 
 Number of children who will be 13 years of 
 
 age during year ending 30th June, 1920 ... 3,992 ... 4,109 
 
 Number of children who will be 13 years of 
 
 age during year ending 30th June, 1921 ... 4,082 ... 4,109 
 
 Number of children who will be 13 years of 
 
 age during year ending 30th June, 1922 ... 4,004 ... 4,103 
 
 These figures include children attending Private Schools, but 
 do not include children of the respective age groups attending 
 Secondary Schools. 
 
 Each age group of young persons between 14 and 16 years for 
 whom Continuation School accommodation will be required may 
 be taken as approximately 4,000 youths and 4,000 young women. 
 Later the compulsory attendance for Continued Education will 
 extend to young persons up to 18 years of age. On reaching 16 
 years of age, a large proportion of the youths and young women 
 will be definitely attached to some branch of industry or trade, 
 and their place of education will be in the appropriate apprentice- 
 ship or crafts school attached to the Central Technical School or 
 to the School of Arts and Crafts. Possibly some 50 per 
 
 Necessary 
 
 Accommodation 
 
30 
 
 cent, of the young people over 16 and under 18 will be left to con- 
 tinue their education in the Continuation Schools. On this basis 
 it is calculated that the Leeds Education Authority will need 
 to provide accommodation in Continuation Schools for roughly 
 12,000 youths and 12,000 young women when compulsory attend- 
 ance at Day Continuation Schools is fully operative. 
 
 Continuation School students must attend at least 280 hours 
 and not more than 320 hours a year. The Continuation 
 Schools will probably meet 42 or 43 weeks a year, and the young 
 people should therefore attend between 7 and 8 hours a week if 
 the attendance is spread over the whole year. The following general 
 plan will provide for four groups each week, and, counting each 
 group as 400, which should be the full accommodation of the School, 
 provision will be made in the one building for the continued educa- 
 tion of 1,600 young people — 
 
 Monday . Tuesday. Wednesday. Thursday. Friday. 
 
 A. 3 hours. A. ij hours. B. 3 hours. C. 3 hours. D. 3 hours. 
 
 B. 1 J hours. 
 
 A. 3 hours. B. 3 hours. C. 3 hours. C. ij hours. D. 3 hours. 
 
 D. 1 J hours. 
 
 A, B, C, and D indicate different groups of 400 students. If 
 the attendance of each group is limited to one day a week, the School 
 will provide accommodation for 2,000 young people. 
 
 The details of organisation will be a matter for careful thought 
 and consultation with the large employers of young people. Some 
 employers may find it convenient to allow more than the com- 
 pulsory time to their apprentices for educational purposes, while 
 others may desire a more intensive form of instruction in the way 
 of continuous attendance over a fairly long period. The obligation 
 is attendance at least 280 hours and not more than 320 hours a 
 year. In any case accommodation for a minimum number of 
 1,600 and a maximum number of 2,000 students a week will form 
 a suitable School from the points of view of organisation and of 
 control. 
 
 The Continuation Schools must be so placed within the city 
 area as to be fairly easily accessible to the young people who will 
 be expected to attend. 
 
 From the records of the number of children in the various 
 Attendance Officers’ districts, it is anticipated that ultimately 
 a Continuation School for Boys and a Continuation School for 
 Girls will be required in each of the following areas : — 
 
{a) East Leeds to cover : — 
 
 Mabgate. 
 
 The Bank. 
 
 Richmond Hill. 
 
 Burmantofts. 
 
 Seacroft and Cross Gates. 
 
 {b) North-East Leeds to cover : — 
 
 Harehills. 
 
 New Leeds. 
 
 Chapel town. 
 
 Woodhouse. 
 
 Shadwell and Roundhay. 
 
 (c) West Central to cover : — 
 
 Central. 
 
 St. Simon’s. 
 
 Kirkstall. 
 
 (d) Armley to cover : — 
 
 Bramley. 
 
 Armley. 
 
 Farnley. 
 
 (e) Holbeck to cover : — 
 
 Whitehall Road. 
 
 Holbeck. 
 
 Beeston Hill. 
 
 (/) Hunslet to cover : — 
 
 Hunslet Hall. 
 
 East Hunslet. 
 
 Pottery Field. 
 
 The courses of study for boys will naturally differ considerably 
 from those for girls ; consequently there will be wide differences 
 in the nature of the accommodation and equipment. There 
 must be separate Continuation Schools for boys and girls 
 respectively. The appointed day for Continuation Schools has 
 not yet been settled by the Board of Education, and no doubt 
 due notice of reasonable extent will be given before this portion 
 of the Act comes into operation. The difficulties of building are 
 so great that it will probably be necessary at first to find temporary 
 buildings, which, with modification, may 'be used as Day Con- 
 tinuation Schools, but ultimately it will be necessary for the Educa- 
 tion Authority to build new Schools which will be of quite a special 
 type. 
 
 Courses 
 
 Study 
 
32 
 
 Physical education will naturally be prominent in the training 
 of adolescents, and the course of study for youths will include, in 
 addition to subjects of general education, simple experimental 
 science and practical work in wood and metal. The Continuation 
 School buildings must therefore include class-rooms specially 
 equipped for adolescents, a Laboratory for simple experimental 
 science, Workshops for practical work, and a Gymnasium. There 
 will be the necessary cloak-room accommodation, Teachers’ Rooms, 
 and a Kitchen, with an adjoining Dining Room, in which dinners 
 may be provided when necessary. 
 
 In the Continuation Schools for Girls, Domestic Education 
 will form a prominent part, and the School buildings must therefore 
 contain ordinary class-rooms specially equipped for adolescent 
 girls, workrooms for Needlework, Simple Dressmaking, &c., a 
 Gymnasium, a Cookery Room, a Laundry Room, together with the 
 accommodation necessary for dining in the School buildings. 
 
 Since the Schools will be attended by relays of students, it 
 will be necessary to provide individual lockers, to the number 
 of approximately 1,600 to 2,000 for each School. 
 
 corporate If the Continuation Schools are to fulfil their function 
 
 Life 
 
 adequately, corporate life must be strongly developed. The 
 Continuation Schools must become centres for social and recreative 
 purposes among the students who attend. There should be avail- 
 able one or two large rooms (possibly a combined Gymnasium and 
 Hall or Recreation Room might be arranged) to be used in connec- 
 tion with the various social and educational organisations promoted 
 within the School, and for concerts and social gatherings generally. 
 Suggested plans for a Continuation School for Boys and a Con- 
 tinuation School for Girls are given in Appendix C. 
 
 The peculiar organisation of these Schools will necessitate 
 the closest possible co-operation with the employers of the district, 
 since it will be necessary so to arrange the times of attendance 
 as to promote efficiency in the School and avoid as far as possible 
 undue interference with the work in the workshop or in the factory. 
 
 The course of study for the first two years should be general 
 in character, involving a good deal of practical work, but making 
 no attempt to give any definite trade instruction. The object 
 rather would be to train all the faculties of the young people, to 
 give them a knowledge of the principles underlying trades in general, 
 to develop their physical welfare, to give them some idea of their 
 duties as citizens, and to make them intelligent and adaptable 
 people. 
 
33 
 
 On completing the first two years of Continuation Work, 
 specialisation and definite trade instruction should begin. The 
 young people who are apprenticed or definitely employed in a 
 particular industry or trade should be transferred to the appropriate 
 department of the Central Technical School, where they would be 
 attached to the appropriate apprenticeship school. A proportion 
 of the young people over 16 years of age would remain in the Con- 
 tinuation Schools to continue their general education, modified, it 
 may be, to meet their particular needs. It is estimated that ap- 
 proximately 50 per cent, of the boys would remain until 18 years 
 of age in the Continuation Schools, and a larger percentage 
 of girls. 
 
 It is anticipated that the Continuation School buildings would Xduit tary 
 be used in the evening for other educational work, apart from the Educatlon 
 welfare work of the day pupils. There should be in the future 
 a fair proportion of the adult population desiring continuation or 
 cultural education, quite apart from vocational or technical educa- 
 tion, and special winter courses might well be arranged in the 
 Continuation Schools in the various districts to meet any demand 
 shown in that district for this branch of education work. 
 
 c 
 
34 
 
 The Health of Children and Adolescents 
 
 ( a ) Physical Education. 
 
 The physical welfare of the children attending the Schools is 
 a matter of supreme importance, and under the provisions of the 
 Education Act, 1918, greater attention must be paid to this branch 
 of education. 
 
 It is useless to attempt intellectual training unless the physical 
 condition of the child is satisfactory, and the physical welfare of the 
 child has now assumed its right importance in the minds of those 
 who have to deal with the education of the child. The physical 
 instruction in the Elementary Schools at present is given by the 
 ordinary class teachers, and before the outbreak of war, this 
 instruction was supplemented by occasional visits from teachers 
 from the Training College and Secondary Schools, who gave helpful 
 demonstrations and suggestions. The physical instruction is not 
 limited to physical exercises ; organised games have been instituted 
 and outside school activities have been encouraged by many of 
 the teachers who voluntarily gave their services to this work. 
 
 A proper system of physical training supplemented by medical 
 inspection and treatment, and by the feeding of children in 
 necessitous cases, would steadily improve the physique of the 
 children and ultimately that of the nation. 
 
 The developments under the Education Act of 1918 will 
 necessitate the appointment of a number of specialists in physical 
 education who should be primarily teachers, and whose business it 
 will be to encourage and direct the proper physical education of 
 the children and young people in. the schools of the Authority. 
 For children and young people who are found to have physical 
 defects, there should be proper facilities for remedial exercises 
 under the supervision of qualified teachers working in conjunction 
 with the school medical service. 
 
 ( b ) The School Medical Service. 
 
 The scheme of medical inspection of school children in Leeds 
 was established in 1909, in virtue of the Education (Administrative 
 Provisions) Act, 1907, and a beginning was made by directing 
 attention at first to children in Upper Departments who were 
 entitled to leave during the educational year, and to children recently 
 admitted to Infants’ Departments who would reach school age 
 before the commencement of the new educational year. 
 
35 
 
 From its inception it was recognised that the scheme could be 
 of real value only if the inspections by the medical staff were followed 
 by action calculated to remedy the weaknesses and remove the 
 defects brought to light at the examinations, and there has been 
 since the institution of the scheme a steady and continuous develop- 
 ment in the activities of the School Medical Service, which deals 
 not only with inspection, but also with treatment of defects, with 
 the cleanliness of the children, and with the provision of meals 
 for school children. 
 
 In spite of difficulties occasioned by the dislocation of the work ° f 
 work in consequence of the war, the Medical Service has continued 
 in full operation during the past few years. The present medical 
 staff consists of : — 
 
 A School Medical Officer. 
 
 Two full-time Assistant Medical 'Officers. 
 
 Five part-time Assistant School Medical Officers. 
 
 Four full-time School Dental Officers. 
 
 Two part-time School Dental Officers. 
 
 One Superintendent Nurse. 
 
 Fourteen School Nurses and four Dental Attendants. 
 
 There is a Central Clinic in which an X-ray apparatus is in- 
 stalled for the treatment of ringworm cases, and a room is fitted 
 for refraction work, where an eye specialist attends 20 hours each 
 week. In other rooms special inspections of particular children 
 are taken. 
 
 In 1916 a scheme of dental inspection and treatment of School 
 children was adopted. The scheme involves the systematic ex- 
 amination and treatment of all children as they reach 7 years of 
 age. The children are inspected annually, and receive any necessary 
 further treatment throughout their School career. Apart from 
 this, urgent cases are brought to the notice of the dental officers 
 and are dealt with as far as possible. At the present time four 
 dental chairs are kept fully occupied, and during the year something 
 like 36,000 children are dealt with. 
 
 To obviate the inconvenience of children travelling from all 
 parts of the city to the Central Clinic, six branch clinics have been 
 recently opened in 
 
 (i.) The York Road District. 
 
 (ii.) The Meanwood Road District. 
 
 (iii.) The Burley District. 
 
 (iv.) The Armley District. 
 
 (v.) The Hunslet District. 
 
 (vi.) The Holbeck District. 
 
36 
 
 Extension of 
 Duties and 
 Powers 
 
 The opening of the branch clinics has resulted in a much larger 
 percentage of the children who require treatment attending as 
 requested for such treatment. Last year 70,000 visits were paid to 
 the branch clinics, where the children received treatment or advice. 
 
 The School Medical Scheme at present provides for the 
 routine examination of “ entrants ” and “ leavers ” only, but the 
 Board of Education in addition require that all children between 
 the ages of 8 and 9 years should be examined, and that all 
 children should be inspected twice each year for conditions of 
 cleanliness instead of once a year as at present. To carry out 
 the extended scheme, it is estimated that the following staff will 
 be required : — 
 
 A School Medical Officer. 
 
 Six full-time Assistant School Medical Officers. 
 
 A full-time Eye Specialist. 
 
 Six full-time School Dental Officers. 
 
 One Superintendent Nurse. 
 
 Twenty School Nurses. 
 
 Four Dental Attendants. 
 
 Recently plans have been approved for a more commodious 
 and better arranged Central Clinic, including the provision of an 
 Operating Theatre, and the institution of a Remedial Exercises 
 Clinic. These developments should be proceeded with at the 
 earliest possible date. 
 
 A plan of the proposed Central Clinic, with its various sections, 
 is given in Appendix D. 
 
 The Education Act of 1918 strengthens and enlarges the 
 responsibilities of the Local Education Authority in regard to 
 medical inspection and the care of children and young persons. 
 It places on Local Authorities the ultimate duty of caring for 
 the health of children and young persons in attendance at the 
 public schools from 2 to 18 years of age. Section 2 (1) (b) makes it 
 the duty to provide or otherwise to secure adequate and suitable 
 arrangements for the treatment of children attending Public Ele- 
 mentary Schools, and under Section 18 (1) the duty is extended 
 to provide medical inspection with a power to provide medical 
 treatment to : — 
 
 (a) Secondary Schools provided by the Local Authority. 
 
 (b) Continuation Schools. 
 
 (c) Other educational institutions provided by the Local 
 
 Authority. 
 
37 
 
 An additional power is given to the Local Authority to extend 
 this provision to any other Educational Institute if so requested 
 by the persons who manage it. 
 
 On the present basis of three examinations in a school life 
 of eight years, the new requirement would mean the medical ex- 
 amination of 45,000 to 50,000 children per annum, as compared 
 with 18,000 per annum examined at present. It should be noted 
 that during the past few years the treatment of the defects dis- 
 covered in the course of medical inspection has devolved more 
 and more upon the Local Education Authority, and it is unlikely 
 that local hospitals or panel doctors will be able to undertake 
 any large portion of this work in the future. 
 
 The appointment of additional staff and the provision of ade- 
 quate facilities for treatment are essential conditions of a good 
 scheme of medical service, and it will be necessary for the Local 
 Education Authority to extend their medical service, and provide 
 for the treatment of practically all children’s diseases. For the 
 additional operative and treatment work specialists will be neces- 
 sary with an extension of the present branch clinics. 
 
 It is a regrettable fact that so many children attend School 
 in an uncleanly condition. Last year 30,497 children out of 70,310 
 examined, i.e., 43 per cent., were classified under this head. This 
 condition, from which much ill-health must result, is preventable, 
 and no opportunity is lost to impress on the parents of such children 
 the necessity of cleanliness in person and in clothing. The special 
 attention devoted to this sphere of work of the medical service — 
 treatment by the Nurses at the branch clinics, and for bad cases 
 occasional use of the Cleansing Station of the Local Sanitary Depart- 
 ment — has produced good results, though there is considerable room 
 for further improvement. Cases of uncleanliness at present are 
 mainly of a minor character ; and the percentage of children attend- 
 ing School in a verminous condition has decreased very considerably 
 during the past few years. 
 
 Clause 3 (2) (a) of the Ministry of Health Bill reads as follows: — Ministry of 
 
 “ It shall be lawful for His Majesty from time to time Health BlU 
 by Order in Council to transfer to the Minister of Health all 
 or any of the powers and duties of the Board of Education 
 with respect to medical inspection and treatment of children 
 and young persons.” 
 
 The inclusion of this clause in the Ministry of Health Bill 
 makes it possible that medical inspection and treatment may 
 be transferred by Order in Council from the Board of Education 
 to the Ministry of Health. Education involves the physical, 
 
38 
 
 intellectual, and moral training and welfare of the child or young 
 person, and the full control of the child for all these branches of 
 education should most certainly remain with one Authority — the 
 Board of Education and the Local Education Authorities throughout 
 the country. The transfer to the Ministry of Health would be 
 against the interests of the child and against common sense. It 
 would result in two Government Departments — the Board of 
 Education and the Ministry of Health — and possibly two Local 
 Authorities’ Committees — the Education Committee and the 
 Sanitary Committee — exercising authority within the same buildings 
 for the same children and young people, and over the same body 
 of teachers, an arrangement that would tend to irritation and 
 confusion. The separation of medical inspection of school children 
 from other educational work would involve dual control in the 
 Schools, and there would be a serious possibility of the two services, 
 education and medical inspection, conflicting one with the other. 
 The teachers would be faced with conflicting duties — the educational 
 welfare of the child and the purely physical welfare of the child. 
 Unified administration of both duties is necessary to avoid friction, 
 and the knowledge that the authority and power of the Education 
 Committee are behind the efforts of the Medical Service is 
 possibly a determining factor with a large number of teachers in 
 carrying out the requirements of the School Medical Service. The 
 hearty co-operation of the teachers is an indispensable condition 
 of a successful scheme of School Medical Inspection and Treatment, 
 and if the School Medical Officer has not behind him the authority 
 of the Education Committee and the educational service, he would 
 require separate powers and the teachers would be in the undignified 
 and trying position of having to serve two masters with regard to 
 phases of work in their Schools. 
 
 Provision of 
 School Meals 
 
 The Medical Service is closely associated with the provision 
 of meals for school children. Their advice is sought with regard 
 to suitable children for such meals and with respect to the dietary 
 of the meals supplied. Latterly, owing to the economic conditions 
 arising from the war, the number of necessitous school children has 
 rapidly diminished, but as normal times return it is quite possible 
 the need for this branch of work will revive. Formerly the meals 
 required were provided in the main by a caterer, a few being 
 supplied through the local cookery centres, national kitchens, or 
 local caterers. The caterer relinquished the work some months 
 ago, and with the return of a demand for the feeding of necessitous 
 school children, it will be necessary for the Committee to consider 
 the organisation of the necessary provision. It is understood that 
 the present policy of the Ministry of Food is to develop the national 
 
39 
 
 kitchen movement on lines that will provide for the feeding of 
 necessitous school children, and national kitchens conveniently 
 placed, with separate dining rooms for adults and for children, 
 or school canteens, would serve the purpose. 
 
 (c) Physical and Social Welfare of Young People. 
 
 In the earlier pages reference was made to the establishment 
 of Evening Play Centres and the success which had attended them. 
 Attendance at these Play Centres is limited to children of Elementary 
 School age, but arrangements for proper recreation under suitable 
 supervision is just as necessary for young people over the Elementary 
 School age. 
 
 The Education Act of 1918 empowers Local Education Au- 
 thorities, with the approval of the Board of Education, to make 
 arrangements to supply or maintain or aid the supply or main- 
 tenance of — 
 
 {a) Holiday or School Camps, especially for young persons 
 attending Continuation Schools ; 
 
 (b) Centres and equipment for Physical Training, Playing 
 Fields (other than the ordinary playgrounds of Public 
 Elementary Schools not provided by the Local Education 
 Authority), School Baths, School Swimming Baths. 
 
 ( c ) Other facilities for Social and Physical Training in the 
 day or evening. 
 
 It has been already mentioned that the Continuation Schools will 
 lose much of their possibility for good if they fail to become centres 
 of social and recreative activity for the students who attend them. 
 The provision of facilities for proper recreation and games, for the 
 proper use of leisure time, and of reading rooms for literary, scientific, 
 and debating societies, is essential for the adolescent in the interests 
 of the community. Section 17 of the Education Act, 1918, gives 
 very wide powers to the Local Education Authority. Wherever 
 possible shower baths should be available at the Schools, and the 
 boys and girls should be taught swimming, preferably in School 
 Swimming Baths, of which there are at present three in Leeds. 
 In any case co-operation between the Local Baths Committee and 
 the Local Education Committee should result in the provision of 
 adequate facilities for learning the art of swimming. The difficulty 
 of instruction is overcome by the fact that practically all the students 
 who leave the City of Leeds Training College are proficient swimmers. 
 Organised games play an effective part in the education of the 
 children and in the formation of character, and while the provision 
 
 Extended 
 
 Powers 
 
40 
 
 school camps of playing fields for individual Elementary Schools is not practic- 
 able, there should be such co-operation between the Education 
 Committee and the Parks Committee as to allow of free use of all 
 open spaces and parks in connection with the development of 
 organised games for the children and young people of the City. 
 
 In 1914 the experiment was tried of a School Holiday Camp 
 for the boys of the Shadwell Industrial School. The camp was 
 held at Scarborough, and though it came to an abrupt termina- 
 tion on the outbreak of war, it proved a great success. The experi- 
 ment has been repeated each year since, though owing to the re- 
 strictions imposed by the war, the camp has been held on land 
 in close proximity to the school buildings. The open-air life, with 
 its freedom from the ordinary school routine, has proved of real 
 benefit to the boys. Groups of boys from the various Secondary 
 Schools also have from time to time had experience of school camp 
 life. Apart from the immediate physical and educational benefit, 
 Holiday Camps engender a love of the open air and a desire for 
 country walks and rambles, with a growing interest in the study 
 of nature. Such camps would benefit equally the children of 
 Elementary Schools, and if the tenancy of suitable ground could 
 be secured, suitable hutments might be purchased from the Army 
 Authorities and transferred to places where year by year groups 
 of boys from the Elementary or other Schools might spend a 
 portion of the school holiday amid surroundings brighter and more 
 healthy than those of their own homes. The holiday so occupied 
 would form a very pleasurable addition to the education of the 
 children who are compelled to live in the gloomy industrial districts 
 of the City. 
 
 It may be noted that the late Mr. Walter Cliff some time ago 
 placed in the hands of the Director of Education a sum of £600 for 
 the provision of rifle ranges to be used by the senior boys attending 
 the Schools of the City. This money might well be expended in 
 the provision of rifle ranges attached to the Holiday or School 
 Camps, which would then form part of the recreative side of the 
 camp life. 
 
 During the past few years Scout Troops and Cadet Corps have 
 been formed in connection with some of the Schools. The move- 
 ment is worthy of encouragement in the interest of the physical 
 welfare of the children, and the development of a spirit of co- 
 operation and honour among the scholars. 
 
4i 
 
 Employment of Children and 
 Young Persons 
 
 In Leeds, in common with other large industrial centres, 
 child employment formerly obtained to a large extent. A return 
 from the head teachers of the Elementary Schools of the City- 
 some years ago, giving the number of children employed before 
 and after school hours, the nature of their employment and the 
 time during which they were employed, their ages, and their ap- 
 proximate earnings, indicated a very serious state of affairs. The 
 return showed that some 4,343 school children, of whom 1,380 
 were girls, worked at various occupations during the hours they 
 were not at School. Their ages varied from 7 to 15 years, and 
 667 of the children were under 10. The number of hours worked 
 varied from 6 to 50 hours a week, and the earnings varied from 
 6d. to 4s. 6d. a week. 
 
 During the inquiry cases were brought to light of children 
 employed out of school hours where the family earnings, exclusive 
 of the earnings of the child, amounted on the average to close on 
 £3 a week. 
 
 The Employment of Children Act, 1903, prohibited the employ- 
 ment of any child under the age of 11 years and between the hours 
 of 9 p.m. and 6 a.m., and empowered Local Authorities to make 
 bye-laws— 
 
 (a) Fixing the age below which employment is illegal ; 
 
 (b) Fixing the hours between which employment is illegal ; 
 
 (c) Fixing the number of daily and weekly hours beyond 
 which employment is illegal. 
 
 To remedy the state of affairs outlined above the City Council, The B y e ‘ laws 
 by virtue of the Employment of Children Act, 1903, framed bye-laws 
 to regulate the employment of children generally, and of children 
 and young persons engaged in street trading. The duty of en- 
 forcing these bye-laws was transferred by the City Council to the 
 Education Committee, and has been discharged through the School 
 Attendance Section. Under the bye-laws it is illegal : — 
 
 (a) For any child below the age of 12 years to be employed ; 
 
 (b) For any child over 12 years to be employed after 8 p.m., 
 and if not exempt from School before 6.45 a.m. ; 
 
 (c) To be employed more than three hours on a school day 
 or more than six hours on a Saturday if employed durifig 
 the week ; 
 
 (d) To be employed on Sunday except in the delivery of 
 milk, when such employment is limited to one and a half 
 hours, 9 to 10.30 a.m. 
 
42 
 
 The Juvenile 
 
 Advisory 
 
 Committee 
 
 The unsatisfactory employment of children on leaving the 
 Elementary Schools at the age of 13 or 14 has also been a serious 
 problem. As already pointed out, large numbers of children have 
 ceased attendance as soon as they reached the age of 13, and, 
 unfortunately, many of them have been inclined to adopt street 
 trading or undertake odd jobs which naturally lead to no permanent 
 occupation. The effect of such occupations on the character of 
 those engaged in them has often proved disastrous. For a few 
 years money is easily earned ; but such employment leads to nothing 
 permanent, and under the lack of discipline the children lose the 
 habit of concentrated effort, and a strong dislike to restraint of any 
 kind is engendered, with the incapacity for regular employment. 
 Consequently many of these children have helped to swell the 
 ranks of casual workers and ultimately those of the unemployed. 
 The introduction of compulsory continuation education, providing 
 control and guidance during the critical period of adolescence, will 
 help very materially to deal with what is an unquestionable evil. 
 It is very essential to direct as many young people as possible on 
 leaving School into some skilled trade or some form of employment 
 likely to prove permanent. With the object of directing the boys 
 and girls into better channels of employment, the Leeds Education 
 Committee, in conjunction with the Board of Trade, set up in 1910 
 a Special Advisory Committee for Juvenile Employment, under 
 the provisions of the Labour Exchanges Act, 1909. The Committee 
 consists of representative employers, representative workers, 
 representatives of the Education Committee, and other persons 
 possessing a knowledge of children and of educational conditions, 
 and as a result of the labours of this Committee boys and girls in 
 increasing numbers have been helped in a more careful selection 
 of their occupation on leaving the Schools, and arrangements have 
 been made for the supervision of the children during the first years 
 of industrial life, with the view of securing the best conditions of 
 work and of sustaining educational influence among the young 
 workers. 
 
 During the war there have been so many calls on the time of 
 voluntary workers that the District After-care Committees have 
 to a certain extent fallen into abeyance, but with the return to 
 normal conditions it is anticipated that these Committees will 
 revive and exercise a very beneficial influence over the young 
 people of the City up to the age of 18. 
 
 The bye-laws had a good effect in limiting the excessive em- 
 ployment of young people, and to a certain extent in mitigating 
 the evils of unsatisfactory employment ; but the Education Act 
 of 1918 enables the Local Education Authorities to exercise a more 
 
43 
 
 stringent control over the employment of children. It amends ^f t Jf c r tions 
 the Employment of Children Act, 1903, by — 
 
 (1) Increasing the minimum age below which employment is 
 illegal from 11 to 12 years. 
 
 (2) Limiting employment on Sunday to not more than 
 two hours. 
 
 (3) Prohibiting the employment of children on School days 
 before the close of School or after 8 p.m. 
 
 (4) Prohibiting street trading by children under 14 years of 
 age, or up to such age as the parent is under obligation to 
 cause the child to attend School. 
 
 The administration of the Act is transferred from the County 
 and Borough Councils to the Local Education Authorities, and 
 power is given to the Local Authority to make bye-laws permitting 
 children over the age of 12 years to be employed on School days 
 for one hour before 9 o’clock in the morning, but if so employed 
 they may not be employed more than one hour after School closes. 
 
 In cases where children are not employed before School, the limit 
 of two hours would not apply, unless so fixed by bye-law. 
 
 Section 13 (2) of the Education Act of 1918 gives a beneficial 
 amendment to the Prevention of Cruelty to Children Act, 1904. 
 
 It raises the age to 12 years under which employment of children 
 would be illegal in public entertainments for profit, or in 
 any premises licensed for the sale of intoxicating liquors. 
 
 It raises the age under which children may not be licensed to 
 take part in public entertainments from 10 to 12 years, 
 
 . though this provision is not to operate earlier than three 
 years from the passing of the Act of 1918. 
 
 The section also transfers the whole procedure of application performing at 
 for and the granting of licences permitting children to perform at Entertainments 
 public entertainments from the Police Court to the Education 
 Authority. At present a new licence has to be obtained for each 
 place visited, but under the new conditions a licence is to be granted 
 by the Education Authority for the area in which the child resides, 
 and that licence, subject to such restrictions and conditions as are 
 prescribed by the rules of the Board of Education, is to remain in 
 force at all the places visited, but may be rescinded by the Education 
 Authority in any area in which it takes effect should the restrictions 
 and conditions not be observed. The police as well as the Inspectors 
 of the Education Authority visit the places of entertainment at 
 
44 
 
 Education 
 (Choice of 
 Employment) 
 Act 
 
 the present time. For the future only the Inspectors of the Educa- 
 tion Authority will supervise this branch of work. 
 
 Section 14 of the Education Act, 1918, prohibits employment 
 of children in factories, workshops, mines, or quarries. The duty 
 of enforcing the provision of all Acts relating to children employed 
 in factories, workshops, &c., has hitherto been discharged by 
 Inspectors appointed under the Factory and Workshop Act. For 
 the future the duty of enforcing the provision of the Education 
 Acts with respect to employment in factories and workshops will 
 devolve on the Local Education Authority. 
 
 Section 15 (1) gives power to the Local Authority on the advice 
 of the School Medical Officer to prohibit the employment of children 
 in such a manner as would be prejudicial to their health and physical 
 development. 
 
 Section 15 (2) imposes on an employer and the parents the 
 duty to supply any requisite information regarding the employment 
 of children, and compels compliance by a penalty not exceeding 40s. 
 
 Illegal street trading maybe checked by the following penalties — 
 
 (a) A child illegally street trading — 20s. for the first offence, 
 and committal to an Industrial School on a second offence. 
 
 (b) Employers or parents conducing or conniving respecting 
 an offence — 40s. for the first, and £5 for the second offence. 
 
 The restrictions imposed on juvenile employment and the 
 powers given to Local Education Authorities to control such em- 
 ployment will have a beneficial effect on the welfare of young 
 people during their years of adolescence ; and in view of the re- 
 sponsibilities imposed by the Education Act of 1918 on Local 
 Education Authorities for the continued education of young people 
 to the age of 18, for the control of the employment of children 
 out of School hours, for the supervision of street trading and the 
 general employment of young persons, and for the health and 
 physical welfare of young persons in attendance at Continuation 
 Schools, the relation of the Local Education Authority to the 
 employment of young persons comes under review' ; and it is a 
 question for consideration whether the Local Education Authority 
 should not take advantage of the Education (Choice of Employment) 
 Act, 1910, and appoint a Special Sub-committee as a Juvenile 
 Employment Sub-Committee to advise children as to their choice 
 of employment and to supervise them during the years of adolescence, 
 instead of continuing the present Juvenile Advisory Committee 
 which was established some years ago by the Board of Trade in 
 conjunction with the Local Education Authority. 
 
45 
 
 Secondary Education 
 
 An efficient system of Secondary Education is essential for 
 any progressive community, and during the past ten years much 
 has been done to increase the accommodation, to improve the 
 equipment, and to strengthen the teaching staff for Secondary 
 Education in Leeds. 
 
 That the citizens have shown a growing interest in Secondary 7 
 Education and a stronger desire for their children to receive its 
 benefits is a gratifying feature in recent educational development. 
 
 In 1909 there were 2,237 pupils in the Maintained Secondary increased 
 Schools of Leeds, and 90S pupils in the Non -maintained Secondary secondary 
 Schools, making a total of 3,145 boys and girls receiving Secondary 
 Education in the City. During the past decade, there has been 
 a steady growth in the demand for Secondary Education, and at 
 the present time there are 4,145 pupils in the Maintained Secondary 
 Schools and 1,460 pupils in the Non-maintained Secondary Schools, 
 making a total of 5,605 Secondary School pupils. There has been, 
 in fact, an increase in the enrolments in the Secondary Schools of 
 the City of 2,460 pupils, and the number of enrolments per 1,000 
 of the population has increased from 7-1 in 1909 to 12-1 in 1918. 
 
 The table on the next page showing the progress in this respect 
 over the ten years will be of interest. 
 
 It may be well to recapitulate here the changes in Secondary 
 School accommodation which have from time to time been approved 
 by the Committee. 
 
 In 1907 the Leeds Institute Schools (Boys’ Modern School and 
 Girls’ Modern School) were transferred to the City Council, and the 
 Middle Class Church School buildings were purchased. To the 
 latter buildings, after modification and renovation, the Girls’ Modern 
 School was transferred, by which means more adequate accommoda- 
 tion was provided for the Boys’ Modern School and the Central 
 Technical School. 
 
 Towards the end of the same year the West Leeds High School 
 was opened to provide Secondary School accommodation for West 
 Leeds and the neighbouring districts, and the Central High School 
 and the Thoresby High School, both of which had been Mixed 
 Secondary Schools, were reorganised. The Central High School 
 became a Secondary School for Boys and the Thoresby High School 
 became a Secondary School for Girls. 
 
 In 1910 the Elementary Section of the Central High School 
 was made a Preparatory Section of the Secondary School, and in 
 
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47 
 
 the following year similar arrangements were made at the 
 Cockburn High School. 
 
 In 1914 the Chapel-Allerton Girls’ High School was taken 
 over by the City Council, and since that time the steady increase 
 in the number of pupils desiring admission to the School has com- 
 pelled the Committee to extend the School accommodation on 
 three occasions. 
 
 The pressure on the accommodation at the Girls’ Modern 
 School has necessitated the opening of a Kindergarten Department 
 in three houses in Willow Terrace Road, which were leased and 
 adapted for that purpose. Last year increased accommodation 
 was provided for the Central High School by renting certain 
 rooms attached to the Friends’ Meeting House in Woodhouse 
 Lane. The Kindergarten Department at the Cockburn High School 
 has been housed in the Dewsbury Road Methodist New Connexion 
 buildings, pending the completion of the purchase of a neighbouring 
 mansion to which will be transferred the Kindergarten Depart- 
 ment and the Domestic Section of the Cockburn High School. 
 
 At the present time so serious is the demand on the Secondary 
 School accommodation of the city that further accommodation 
 is being sought in respect of the Thoresby High School, the West 
 Leeds High School, and the Boys’ Modern School ; in fact, it 
 seems impossible just now to meet adequately the demand for 
 Secondary Education in Leeds, and in view of the steady 
 progress of the last ten years, it does not seem unreasonable to 
 suggest that during the next ten years there will be required 
 at least 2,000 additional Secondary School places. 
 
 The provision of additional Secondary School accommodation, 
 therefore, and the distribution of the accommodation call for 
 the urgent attention of the Education Committee. 
 
 The present accommodation of the Secondary Schools of 
 Leeds is : — 
 
 Central High School 
 
 ... 750 
 
 Cockburn High School ... 
 
 700 
 
 Thoresby High School 
 
 600 
 
 Boys’ Modern School 
 
 450 
 
 Girls’ Modern School 
 
 350 
 
 West Leeds High School 
 
 600 
 
 Chapel-Allerton Girls’ High School 
 
 220 
 
 Total 
 
 3.670 
 
4 8 
 
 Non-maintained, Schools : — 
 
 Boys’ Grammar School ... ... ... ... 520 
 
 Girls’ High School ... ... ... ... 470 
 
 Notre Dame Collegiate School ... ... 260 
 
 St. Mary’s College ... ... ... ... 100 
 
 Catholic College ... ... ... ... ... 200 
 
 Total 1,550 
 
 Central 
 
 Secondary 
 
 Schools 
 
 North Leeds 
 
 North-west 
 
 Leeds 
 
 It is desirable that Secondary Schools should be situated on 
 the outskirts of the city, and placed in grounds providing suitable 
 playing fields for the pupils. At the same time it appears neces- 
 sary to have one Central Secondary School for Boys and one Central 
 Secondary School for Girls not far removed from the centre of the 
 city and the railway stations. This requirement is met by the 
 Central High School for Boys, which at the present time requires 
 additional Gymnasium accommodation and an Assembly Hall, 
 and the Thoresby High School for Girls. 
 
 For years there has been a growing demand for the provision 
 of adequate Secondary School accommodation for Chapeltown, 
 Roundhay, Chapel-Allerton, and neighbouring districts. The 
 position at present calls for the building of a Secondary School 
 for Girls at Chapel-Allerton and a Secondary School for Boys at 
 Roundhay, each to provide accommodation for about 500 pupils, 
 and for efficient Kindergarten and Preparatory Departments at 
 both places. These Kindergarten and Preparatory Departments 
 would be attended by boys and girls ; the boys at Chapel-Allerton 
 on reaching Secondary School age would be transferred to the 
 Secondary School at Roundhay, and the girls at the Kindergarten 
 and Preparatory Department at Roundhay would similarly be 
 transferred to the Secondary School for Girls at Chapel-Allerton. 
 It is anticipated that ultimately a separate school for boys will 
 be required at Chapel-Allerton and a separate School for Girls 
 at Roundhay. 
 
 The premises in which the Boys’ Modern School is now housed 
 are very unsatisfactory, and it is- suggested that a new building 
 to house the pupils of this School should be erected in close proximity 
 to the present playing fields of the School, which overlook Wood- 
 house Ridge, Headingley. The present buildings could be used 
 for technical work, and ultimately for art crafts work. 
 
 The Girls’ Modern School should be removed to new buildings 
 situated if possible near the top of Headingley Hill, leaving the 
 present buildings to be used in connection with Day Continuation 
 Work. 
 
49 
 
 The pressure on the accommodation at the Cockburn High south Leeds 
 School, which is a Mixed School and which is situated in the midst 
 of a large industrial district, is severe, and considerable addition 
 to the accommodation is required. The girls should be taken 
 away and a Girls’ Secondary School with places for 500 girls should 
 be built on the far side of Cross Flatts Park, to serve as the Secondary 
 School for the girls of South Leeds. 
 
 It is anticipated that the growth in the number of boys of 
 that district desiring Secondary Education will be sufficient to 
 require practically the whole of the present Cockburn High School 
 premises. Both Schools would be used also in connection with 
 intermediate technical and domestic work. 
 
 At the West Leeds High School also the provision of additional West Leeds 
 Secondary School accommodation is urgent. A new School for 
 girls should be built just above the present West Leeds High School, 
 and it is desirable that a neighbouring large house should be taken 
 and utilised as a Kindergarten and Preparatory Department. The 
 growth in the number of pupils during the last few years indicates 
 that the present buildings will in the near future be required almost 
 in their entirety for Secondary School accommodation for boys, but 
 it is probable also that some portion of both buildings may be 
 utilised in connection with the intermediate stages of technical 
 work for young men and young women respectively. 
 
 No Secondary School accommodation exists for those districts East Leeds 
 which became part of Leeds by the extension of the City boundaries 
 in 1912. Children of these districts who desire Secondary Education 
 must use the Schools in the City. For several reasons it is undesir- 
 able that young children should travel by train to and from School 
 daily, and the provision of a Kindergarten and Preparatory Depart- 
 ment at Crossgates would not only be convenient to the residents, 
 but would prove an unqualified success as a feeder for the Secondary 
 Schools when the children reached Secondary School age. Co- 
 operation with the West Riding Education Authority would justify 
 the provision of a fully developed Secondary School in this district. 
 
 The proposals outlined above will naturally entail considerable 
 expenditure, but the evidence points to the view that the suggested 
 accommodation is the minimum the Local Education Committee 
 should provide in view of the educational developments consequent 
 on the operation of the Education Act of last year. 
 
 D 
 
5o 
 
 The Central 
 
 Technical 
 
 School 
 
 Scope of 
 Work 
 
 Technical Education 
 
 For years the desirability of providing for Leeds a Central 
 Technical School adequate in accommodation and equipment and 
 worthy of a great industrial centre has been urged. The present 
 Technical School originally consisted solely of Evening Classes in 
 Science and Technology, carried on since 1868 in the main building 
 of the Leeds Institute. In 1889 th e accommodation was increased 
 by the opening of premises in Rossington Street. Both buildings 
 have been mainly occupied in the daytime by the Boys’ Modern 
 School. 
 
 At the time of the concordat when the technical evening work 
 of the City was reorganised, part of the premises of the Central 
 High School was made available in the evenings for certain classes 
 of the Technical School. In 1909 the question of further accom- 
 modation became acute on account of the demand by the local 
 printing trade for workshop instruction to supplement the lecture 
 courses in Typography, &c. This could only be met by renting 
 premises outside the existing school buildings, and a vacant mill 
 in Upper North Street was found suitable for this purpose. The 
 following year the demands of the boot trade and bakery trade 
 necessitated recourse to a similar expedient, and the same device 
 had to be repeated in subsequent years to provide accommodation 
 for the Sanitary Science Department and other developments, 
 pending the provision of new Technical School buildings which 
 are essential if the Leeds industries are to be given the advantages 
 afforded to their competitors in other cities. 
 
 There have been great developments during the past few years 
 in the institution of trade and technical courses to meet the needs 
 of the varied industries of the City, and at the present time the 
 Central Technical School work is distributed as follows : — 
 
 Leeds Institute — Main Building. 
 
 Day training for Disabled Soldiers in Electrical Industries, 
 Plumbing, Oxy-acetylene Welding, and courses for 
 Plumbers’ Apprentices. 
 
 Evening Classes in Engineering, Electricity, Plumbing, 
 Sheet-metal Work, Oxy-acetylene Welding, Tailors’ 
 Cutting, Botany, Metallurgy, &c. 
 
 Rossington Street Wing. 
 
 Day training for Dispensers and Chemists. 
 
 Evening Classes in Chemistry and a large number of other 
 Science and Technological Subjects 
 
5i 
 
 Central High School. 
 
 Evening Classes in First Aid, Pharmaceutical Chemistry, 
 and General Technical Subjects. 
 
 Medical School (by special arrangement). 
 
 Evening Class in Materia Medica and Pharmacy. 
 
 University (Leather Industries Department). 
 
 Evening Classes in Leather Analysis. 
 
 Upper North Street (2, 4, 6), and Woodhouse Lane (84, 86, 88). 
 
 Day training for Disabled Men in Printing, Bookbinding, 
 Photography, and Process Work. 
 
 Evening Classes for Apprentices and young workers in 
 these subjects. 
 
 N.B. — Some of the advanced work in Photo-litho. 
 Processes is carried on in the neighbouring factory of 
 Sharp & Sons. 
 
 W oodhouse Lane (No. 80 and part of No. 82). 
 
 Day training for Disabled Men in Tailoring. 
 
 This work may have to be transferred temporarily 
 to 23, Great George Street, in order to increase the 
 accommodation for disabled men, to organise the 
 training of women as clothiers’ machinists, and to 
 allow of extension of the Printing Department. 
 
 Queen Square. 
 
 Day training for Disabled Men in Cabinet-making (hitherto 
 temporarily carried on in the Cockburn High School 
 Woodwork Department). 
 
 Woodhouse Lane (No. 76, and adjoining building in St. Columba 
 Street.) 
 
 Day training for Disabled Men in Engineering. 
 
 A.n extension of this building is planned to 
 provide for Pattern-making, Moulding, &c., so as to 
 complete the facilities for craft training of Engineers. 
 
 Brunswick Terrace (No. 29, and separate building at back). 
 
 Day training for Disabled Men in Boot-making and 
 Repairing, and courses for Bakery Apprentices. 
 
 Evening Classes for Boot Operatives and for Bakers and 
 Confectioners. 
 
 Great George Street (No. 23, Education Offices). 
 
 Day training for Wireless Operators and for Disabled 
 Men as Motor Mechanics, and in general education. 
 
 Evening Classes in Wireless Telegraphy and in Motor-car 
 Engineering. 
 
52 
 
 Present 
 
 Deficiencies 
 
 Portland Crescent (No. 107, adjoining School Clinic). 
 
 Day training for Disabled Men in Watch and Clock Jobbing. 
 
 Portland Crescent (Nos. 26 and 28). 
 
 Day training of Disabled Men as Sanitary Inspectors, 
 of Nurses, and of Plumbers’ Apprentices. 
 
 Evening Classes in Sanitation, Plumbing, First Aid, 
 Health Visitors’ Work, Meat Inspection, &c. 
 
 The ground floor rooms contain a Museum of 
 Hygiene, in which are exhibited Sanitary Appliances, 
 &c. 
 
 Cookridge Street (No. 46, and adjoining property in Percival 
 Street and Vernon Street). 
 
 This building has recently been acquired ; in it provision 
 will be made for training Disabled Men and Appren- 
 tices in the building trades and other occupations. 
 It is intended also, as far as possible, to transfer here 
 the Clothing Trades Department, the Wireless Tele- 
 graphy, the Coal Mining, and any other sections the 
 present accommodation of which is inadequate and 
 unsatisfactory. 
 
 It will be observed that as at present arranged the work of 
 the Technical School is distributed over 14 separate buildings. 
 In spite of the serious handicap arising from the use of so many 
 temporary and separate buildings, excellent work of great im- 
 portance to Leeds industries is being done. This state of affairs, 
 however, cannot be regarded as permanently satisfactory. 
 Discipline can only be maintained imperfectly and with great 
 waste of effort, and much valuable time is lost by the Principal 
 and other officers through the scattered accommodation. Even 
 when the latest acquisition becomes available there w 7 ill still be 
 a shortage of accommodation. Ample facilities for advanced 
 technical education are essential if Leeds is to hold its own with 
 other great centres of trade. It must be recognised that Leeds 
 is still without provision for courses of a Day Technical Institution 
 type, which places a serious disability upon Leeds parents com- 
 pared with those in Bradford, Halifax, Huddersfield, and other 
 cities. For those preparing for industrial and technical occupations 
 there is still a gap between the Day Preparatory Trades Schools 
 or Secondary Schools on the one hand and the University on the 
 other, and complete provision of this kind will be impossible until 
 better Technical School accommodation can be secured. Besides 
 education of the Day Technical Institution type, there is much to 
 be done in providing full time Day Trades School courses standing 
 
53 
 
 in specific relation to the principal local industries. The specialised 
 trade equipment which these courses would require makes it neces- 
 sary that they should form part of the Central Technical School, 
 where the equipment could be used for evening instruction as well 
 as for part time Day Courses. 
 
 In view of the difficulties which employers eventually will 
 have to face in complying with the new provision for Day Con- 
 tinuation School education in respect of their apprentices between 
 16 and 18, there are reasons for anticipating that some of the larger 
 firms, especially those whose factories are thoroughly organised 
 on modern “ team ” systems, would prefer to release their boys 
 and girls on a half-time scheme. Such a concession will naturally 
 require that the curriculum should have a fair proportion of definite 
 trade or technical instruction in addition to the essential general 
 education indicated by the Education Act. It is evident therefore 
 that the provision of a Central Technical Institution, equipped 
 and staffed to supply courses of instruction applicable to all the 
 trades of the district, is an urgent necessity. 
 
 A central site of considerable area should be secured, on which Jjntraf 
 the Technical School could be planned on a scale sufficient to meet institution 
 the needs of the city for many years. To avoid the expense of 
 providing immediately accommodation that might not be occupied 
 for some time, and to overcome the difficulty of estimating the 
 varying demands of different branches of industry, the scheme 
 should be planned as far as possible to make each department 
 self-contained, with provision for subsequent expansion of each 
 department, which should be equipped and staffed to provide 
 the instruction and training required by individuals in that 
 particular trade or industry. The School, in fact, would be a series 
 of Apprentice Schools for the respective trades and industries 
 of the city. Such a system would tend to ease of organisation, 
 economy of ground floor space, and efficiency of working. 
 
 It is difficult to anticipate the relative developments in the demands 
 for further accommodation for instruction applicable to different 
 trades, and a building arranged as suggested would allow of the 
 extension of individual sections to meet any special demand without 
 throwing the organisation of the institution out of gear. In other 
 words, the advantages of the present system of mono-technics, 
 which has resulted from the method of growth of the Technical 
 School would be retained, whilst its drawbacks would be remedied. 
 
 The different departments would be connected in such a way as 
 to facilitate administration and supervision, and students from any 
 department would be able easily to reach such facilities, educa- 
 tional or social, as are required in common. For several branches 
 
54 
 
 Branch 
 
 Technical 
 
 Schools 
 
 J unior 
 
 Technical 
 
 Schools 
 
 of industry a certain proportion of instruction in science, mathe- 
 matics, drawing, and other general subjects is necessary. It would 
 be uneconomical to provide special rooms and laboratories for 
 such instruction in each department needing them. They should 
 be provided in a special block easily accessible from any of the 
 separate departments. The same remark applies to the adminis- 
 trative and recreative side of the School. A building arranged 
 as a hollow rectangle, two or three storeys in height, well lighted 
 from windows, and efficiently ventilated by natural means, with 
 the central quadrangle occupied by ground floor workshops, with 
 intervening spaces for individual expansion, would fulfil the essential 
 conditions at a minimum cost. Plans of the proposed building 
 are given in Appendix E. 
 
 There should be a steady flow from the Day Continuation 
 Schools of the best and most enthusiastic of the pupils. The 
 Continuation Courses, if properly organised and taught, should 
 give many of the students a desire for a more advanced technical 
 knowledge of their special walk in life, and should guarantee the 
 fullest use of facilities provided by a first grade Technical Institution 
 of the type indicated. The provision of such a School would in- 
 volve large expenditure, but the comprehensive and thorough 
 training thus provided would have a direct bearing on the success 
 of local industries. 
 
 Whilst the Central Technical School should cover every branch 
 of technical education required by the city, certain trades, notably 
 engineering and clothing, are of outstanding importance in Leeds. 
 For such trades it will no doubt be found practicable and desirable 
 to provide special Branch Technical Schools, instead of making 
 disproportionate provision for them in the Central School. The 
 accommodation in such departments of the Central School would 
 then be devoted mainly to advanced work. 
 
 With the extension and reorganisation of the Secondary School 
 accommodation in the city, it is anticipated that certain inter- 
 mediate technical work may be done at the Cockburn High School, 
 which is conveniently situated for students in South Leeds, and 
 at the West Leeds High School, which is easily accessible by students 
 in West Leeds, but the more advanced technical instruction for 
 all students would be given in one of the departments of the Central 
 Technical School. 
 
 Some twelve years ago two Day Preparatory Trades Schools 
 were opened for the purpose of providing education and practical 
 
55 
 
 preliminary trades training for boys who had completed the Ele- 
 mentary School Course, and who intended eventually to enter some 
 branch of industry. These Schools have become a recognised part 
 of the educational scheme of the city. The curriculum is of a 
 thoroughly practical kind, the aim being to provide that training 
 which should develop habits of self-effort, self-reliance, and initiative 
 among the boys who attend. The early school leaving age, the 
 desire of employers to have young boys in their shops, and the 
 anxiety of parents to receive the few shillings the boys could earn 
 were difficulties in the early success of these Schools, but latterly 
 boys in increasing numbers have taken advantage of the pre- 
 liminary training there provided, with the result that on entering 
 the workshops of the district they have proved the value of the 
 Special Courses of Instruction organised in these Schools. 
 
 There are about 200 boys now in attendance at the Day Pre- 
 paratory Trades Schools, which are full time Day Schools providing 
 a Two Years’ Course. 
 
 The operation of the part-time compulsory Continuation 
 Education in the daytime will no doubt create great difficulties 
 of organisation in the workshops and factories, and it is quite 
 possible that certain large employers will prefer to postpone the 
 employment of boys until they reach the age of 16, which would 
 allow the boys to continue full time day education. Other em- 
 ployers may desire to work on a half-time system, allowing the 
 boys to attend half-time at school and the other half in the work- 
 shops. Again, parents may desire their boys who are not going 
 to a Secondary School to have a full two years’ course after leaving 
 the Elementary School of the nature now provided in the two 
 Day Preparatory Trades Schools. Facilities for this type of educa- 
 tion must therefore be provided, and boys whose parents desire 
 them to have a full time course of this nature before they enter 
 some branch of industry might be transferred from the Elementary 
 Schools at some convenient time after they have passed their 
 thirteenth birthday, provided they are able to take full advantage 
 of the course in the Junior Technical School. 
 
 From their establishment these Schools have been recognised 
 for grant-earning purposes by the Board of Education under the 
 regulations for Technical Evening Schools, and later under the 
 new regulations for Junior Technical Schools, which were framed 
 to meet the needs of Schools providing courses for boys and girls 
 for two or three years after leaving the Elementary School, and 
 which continue the general education of the pupils and at the same 
 time prepare them for industrial employment. 
 
56 
 
 For some time the Board of Education have urged the pro- 
 vision of more suitable accommodation for both the Holbeck Day 
 Preparatory Trades School and the Woodhouse Day Preparatory 
 Trades School ; in fact, the continued recognition of these Schools 
 has been conditional on the provision of more suitable buildings 
 in the near future. There should be two full-time Junior Technical 
 Schools, one on the north side of the river and one on the south 
 side of the river, and it is suggested that suitable buildings should 
 be erected and properly equipped to take the place of the present 
 unsatisfactory and inconvenient buildings in which the Holbeck Day 
 Preparatory Trades School and the Woodhouse Day Preparatory 
 Trades School are at present housed. Other Junior Technical 
 Schools should be established in suitable districts as the demand 
 for this type of education increases. 
 
57 
 
 Education for Commerce 
 
 Commerce and Industry are closely allied, and appropriate 
 schemes of education are as essential to commerce as to industry. 
 England, with its immense home and foreign trade, and its extensive 
 shipping, is the first commercial country of the world, and to main- 
 tain this position trained traders are required equally with trained 
 industrial workers. There will always be in a large centre like Leeds 
 .a proportion of the community who will be engaged in commercial 
 pursuits, and for those thus engaged preparation and training 
 are necessary to equip them for success. The provision of such 
 facilities falls to the Local Education Authority. 
 
 The present facilities for commercial education in Leeds con- Present 
 sist of : — 
 
 (а) The Upper Forms of Secondary Schools in which the 
 pupils are allowed to specialise to a certain extent after 
 having completed a Two Years’ General Course in the 
 School. 
 
 (б) Commercial Evening Schools which meet for two hours 
 on each of three evenings a week during the Evening 
 School Session, and which are attended by boys and girls 
 who have recently entered business offices. 
 
 (c) A Central School of Commerce and Languages in which 
 Advanced Courses in Commerce, Courses in Banking, 
 in Accountancy, and in Modern Languages, are organised 
 for older students who by attainments are qualified to 
 benefit from such Courses. 
 
 (d) The Commercial Department at the University, which 
 was instituted a few years ago. 
 
 A thoroughly sound knowledge of English and Arithmetic 
 should form the basis of Commercial Education, and in the Com- 
 mercial Evening Schools great stress is laid on these two subjects. 
 
 The other subjects include Business Methods, Elementary Book- 
 keeping, and Shorthand, and in some cases Typewriting ; Short- 
 hand and Typewriting are considered merely as mechanical adjuncts 
 to a commercial equipment rather than an integral part of a com- 
 mercial education. In the Central School of Commerce the work 
 is more specialised in all the subjects forming a part of Higher 
 Commercial Education. The junior clerks who have attended 
 the Commercial Evening Schools have benefitted from such attend- 
 ance, while for the more responsible clerks, the courses at the Central 
 School of Commerce have proved of great value, as is shown by the 
 
58 
 
 Foundation of 
 
 Commercial 
 
 Education 
 
 Central School 
 of Commerce 
 
 exceptionally good results obtained in the examinations in Account- 
 ancy and Banking. 
 
 The present facilities being entirely voluntary have been 
 taken advantage of only by those students who were keen and 
 ambitious, and it must be frankly admitted that a more thorough 
 preparation and more efficient training are required by a much 
 larger proportion of the community who are engaged in commercial 
 pursuits. 
 
 The first essential for one who intends to enter on a com- 
 mercial career is a sound general education, such as can be obtained 
 in a good Secondary School, and specialised commercial study 
 should not be commenced before the age of 15 or 16. As noted 
 above, in the Secondary Schools in Leeds commercial sides are 
 organised for the higher Forms, where the studies of the scholars 
 who intend to follow a commercial career are given a certain amount 
 of commercial bias. It is desirable that all who enter commerce 
 should have the advantage of a Secondary School education, but 
 as this is not always possible, other facilities must be offered to 
 enable the less fortunate young people to obtain a knowledge of 
 the principles underlying commerce. 
 
 In the near future there will be compulsory education for 
 all youths and young women up to 18 years of age, and for those 
 between 16 and 18, who are engaged in commerce, there must be 
 facilities to enable them to equip themselves for their life’s work. 
 The young worker in a house of business is in the same difficulty 
 as the young industrial worker ; he cannot get an all-round training, 
 but by part-time attendance at a Day School of Commerce he 
 might go through a course of instruction which, combined with his 
 experience in a business house, should make him better equipped 
 for the post he is filling and more fitted for greater responsibility 
 when the opportunity occurs. 
 
 For the efficient training of travellers, managers, agents, and 
 the more responsible clerks, there should be a Central School of 
 Commerce, possibly attached to the Central Technical School, with 
 a curriculum specially designed to give the education and training 
 appropriate to students who have chosen a business career, and 
 who are ambitious to rise to posts of responsibility. The 
 teaching staff should be specialists in their respective subjects and 
 competent teachers, and the School must be thoroughly well equipped 
 for the instruction in the theory of business as well as in the practice 
 of business within certain limits. 
 
59 
 
 A knowledge of Modern Languages is essential for persons study^ot 
 holding responsible posts in commerce, especially if such persons Languages 
 are associated with foreign trade. Modern Languages would 
 naturally form a part of the curriculum for a commercial career, 
 and for those who are already in business and whose time is limited, 
 intensive courses of instruction at classes meeting for an hour or 
 two each day over suitable periods should be organised. Such 
 courses have been organised in Leeds for instruction in French and 
 in Russian. They were attended by business men in the lunch 
 hour and in the early evening, and the students in general made 
 rapid progress in gaining a working knowledge of the language. 
 
 The courses of instruction at the Central School of Commerce The consular 
 
 Service 
 
 and at the University would provide the most advanced training 
 for the special purpose of fitting the student for the posts of greater 
 responsibility and for the Consular Service. At the present time 
 the travellers, agents, and Consuls, representing British houses 
 abroad are often foreigners whose first interests naturally are not 
 British. What is required is that every traveller, agent, or Consul 
 representing British interests should be British, specially trained 
 for the service, with some knowledge of British productions, an 
 intelligent appreciation of the conditions of the country in which 
 he is resident, and a real interest in British welfare. It is only 
 by a carefully organised and progressive system of commercial 
 education for all grades of clerks, with higher courses of more 
 specialised training for the more responsible commercial positions, 
 that Leeds, with the country generally, can hope to meet the 
 rivalry of foreign countries. 
 
6o 
 
 The Central 
 School of Art 
 
 Education in Art 
 
 In Leeds there are important industries closely allied to art 
 and in which art training should exercise a strong and beneficial 
 influence. There already exists in Leeds a Central School of Art 
 with the following departments : — 
 
 Design Department. 
 
 Architectural Department. 
 
 Modelling and Sculptural Department. 
 
 Painting Department. 
 
 Training of Teachers Department. 
 
 The School has met with considerable success, as is indicated 
 by the number of students who have gained Royal Exhibitions 
 and Local Art Scholarships awarded by the Board of Education, 
 and by the number of medals and prizes which have been won by 
 the students in the National Competition. In 1915, the Board of 
 Education approved a scheme for recognition of the School of Art 
 as a centre for the training of teachers who desire to obtain the 
 Diploma of the Board of Education. Under this scheme students 
 desiring to become teachers receive lectures in pedagogy and the 
 principles of teaching, and have the opportunity of teaching practice 
 in the Elementary and Secondary Schools of the City. 
 
 In the same year the Board of Architectural Education of the 
 Royal Institute of British Architects granted recognition to the 
 Architectural Department which exempts from the Intermediate 
 Examination of the Royal Institute of British Architects those 
 students who obtain a certificate that they have taken the Three 
 Years’ Architectural Course at the Leeds School of Art and pass 
 satisfactorily an examination to be held by the School at the end 
 of that period at which an External Examiner is present. 
 
 To meet future needs of the City, it will be necessary to develop 
 considerably the School of Art, especially on the crafts side. Such 
 a School should be a centre of art life and art influence for the 
 district, and should exercise a determining influence over the art 
 crafts of the City and neighbourhood. Its purpose should be : — 
 
 (1) To awaken, sustain, and stimulate the art life of the City ; 
 
 (2) To offer opportunities of research for art teachers and 
 craftsmen ; 
 
 (3) To develop and improve artistic and thorough workman- 
 ship by the craftsmen of the City : 
 
 (4) To train art teachers for Elementary and Secondary 
 Schools and Schools of Art. 
 
6i 
 
 Unless the Central School of Art sets the standard of artistic 
 work for the district and becomes a centre of art training and 
 art crafts training for the City, it will fail in the fulfilment of its 
 purpose. 
 
 There should be attached to the School an Art Museum con- 
 taining the best specimens in craft work applied to various industries, 
 and a reference library on art subjects which would allow students, 
 teachers, and craftsmen, to become more closely acquainted with 
 the best that art can produce. 
 
 The development of continuation work for all young people 
 will necessitate the establishment of an Arts and Crafts 
 School, which should be attached to the Central School of Art. 
 There will be many young people engaged in such industries as 
 book-binding, building, cabinet work, lithography, painting and 
 decorating, printing, &c., and the importance of art education for 
 these young people must be recognised. Neglect to make suitable 
 provision would possibly have serious results on the progress of 
 industry in Leeds. Some of these young people will be apprentices 
 in industries in which art should play a prominent part, and 
 an Arts and Crafts School will be necessary to enable these 
 young people to obtain suitable training appropriate to their par- 
 ticular craft. The building at present used as the Boys’ Modern 
 School remodelled and linked up to the School of Art would serve 
 this purpose. At the age of 16 in the same way that apprentices 
 in various trades should be transferred to appropriate apprentice- 
 ship schools at the Central Technical School, so apprentices in the 
 various crafts should be transferred to appropriate apprenticeship 
 departments which would be provided in the Arts and Crafts 
 School. 
 
 The School must be planned and equipped specially to meet 
 the requirements of the industries of Leeds and neighbourhood, 
 and the co-operation of employers will be essential in order that 
 the instruction provided may be of the most suitable type. There 
 are certain industries in which both art and technology come into 
 play, and though the Crafts School would be attached to the Central 
 School of Art, it is essential that the closest co-operation and 
 co-ordination should exist between the School of Art and Crafts 
 and the Central Technical School. 
 
 The aim of the School should be to develop the skill of the 
 students and create and sustain an interest in their work so that 
 they may become careful, artistic, thoughtful, and skilful art 
 craftsmen. 
 
 School of 
 Arts and 
 Crafts 
 
62 
 
 A Central 
 Institute 
 
 The Education of Women 
 
 The Yorkshire Training School of Cookery and Domestic 
 Science, which was taken over from the Yorkshire Ladies’ Council 
 of Education by the City Council in 1907, is the centre of con- 
 siderable activity in the education of women, primarily in providing 
 courses of training for teachers of Domestic Subjects in Ele- 
 mentary and other Schools, and secondly in organising useful 
 courses of instruction for women in various phases of Domestic 
 Work, who do not intend to become Teachers. 
 
 Additional buildings have been taken from time to time to 
 allow of much needed developments, but the work has been carried 
 on under great difficulties, owing to the severe handicap of incon- 
 venient and inadequate premises. The adverse conditions, the 
 inadequacy of the accommodation, the unsuitability of the pre- 
 mises, and the impossibility of remedying the deficiencies in the 
 present building are fully recognised, and the provision of 
 new and more suitable premises has been urged on many occasions. 
 
 In view of the developments which will arise from the recent 
 Education Act, and the need of facilities for training women in 
 many directions, the provision of suitable accommodation now 
 becomes a matter of prime importance. The urgency of a new 
 building cannot be denied. A Central Institute for Women, to 
 provide courses of efficient training for teachers of Cookery, Laundry- 
 work, Housewifery, Needlework, and Dressmaking in Elementary, 
 Continuation, and Secondary Schools, as well as Special Courses 
 for Chefs, Stewards, Cooks, Cook Generals, Housekeepers, Cafe, 
 Restaurant, and Laundry Manageresses and Leading Hands, 
 Waitresses, &c., and general courses of a domestic character, 
 is one of the problems which should receive early consideration 
 by the Committee. 
 
 It is suggested that such a Central Institute for Women might 
 form one of the mono-technics which will make up the Central 
 Technical School, and in this branch of the Central Technical 
 School adequate and suitable provision should be made for the 
 courses of training enumerated, and for such other similar courses 
 as may be required. 
 
 With the extension of the Elementary School age and the 
 establishment of Continuation Schools for girls and young women, 
 there will arise a great demand for a more adequate supply of 
 well qualified teachers of domestic subjects, and to meet the need 
 for training in various phases of domestic work, allied but shorter 
 courses will become equally necessary. 
 
63 
 
 In addition to providing facilities for the training of teachers work of 
 of domestic subjects, the Central Institute for Women should form institute 
 the top stone of continuation work for girls, and be in general 
 a centre of educational activity for women engaged in all kinds 
 of domestic occupations. Moreover, such an Institute should 
 form a centre of social and recreative activity for all its students, 
 and should fill an important niche in the educational system of 
 the city. 
 
 It will be remembered that on the transfer of the Training 
 School of Cookery and Domestic Economy to the City Council, 
 the Committee of Management, with representatives of the Educa- 
 tion Committee, were constituted a Sub-Committee of the Higher 
 Education Committee, and during the war the Staff of the School 
 has rendered valuable service to the community in research work 
 in food values, and in pioneer work in the encouragement of thrift 
 in food and fuel. The recent acquisition of a suitable hostel for 
 students has been a valuable extension of the work, as the students 
 are drawn from a wide area, and other hostels will be needed as 
 the School develops. 
 
 In new premises adequately equipped and efficiently staffed 
 the Leeds Central Institute for Women would become an important 
 centre for training teachers for domestic subjects, and for the 
 general training of young women in many phases of work of a 
 domestic character. 
 
 The training of women for skilled trades would be provided 
 for in the Central Technical School, and the training for Nursery 
 Maids, &c., in connection with the Nurseries of the city. 
 
64 
 
 The City 
 
 Scholarship 
 
 Scheme 
 
 The Way to the University 
 
 The aim of the Education Act of 1918 is the establishment of 
 a national system of public education available for all persons 
 capable of profiting thereby. In the words of the Minister of 
 Education : — “ Its object is to provide under the better operation 
 of the existing machinery, amended it may be in some directions 
 and extended in others, enlarged and enriched opportunities of 
 education to the children of the poor.” This involves a provision 
 to afford opportunities of educational advancement to children of 
 ability in which the individual lack of financial ability shall be no 
 handicap to progress. 
 
 The Leeds Education Authority have had for some years 
 a comprehensive and generous scheme of scholarships which offers 
 facilities for boys and girls of real ability to proceed from the Public 
 Elementary School by various stages to institutions for the highest 
 grades of education, whether a University, Technical College, or 
 School of Art. The following is a summary of the present scholar- 
 ship scheme which operates for the benefit of the children of Leeds 
 parents : — 
 
 (a) Junior City Scholarships — not less than 250 a year, which 
 provide tuition for a four years’ course at a Secondary 
 School for promising boys and girls between 11 and 13; 
 years of age who are in attendance at the Elementary 
 Schools of Leeds and whose parents or guardians are 
 Leeds residents. 
 
 ( b ) Intermediate City Scholarships — 40 in number, which assist 
 pupils who are already in attendance at Secondary Schools 
 as fee-paying pupils and who need assistance to enable 
 them to continue their courses of study. These scholar- 
 ships cover the cost of tuition fees to a maximum of £10. 
 
 To ensure that Junior and Intermediate City Scholar- 
 ships are awarded to deserving cases, there is a parents’ 
 income limit, which prevents a child of a parent whose 
 income is more than £350 a year from competing. In 
 necessitous cases a grant in aid of maintenance may be 
 made, but this is not made in the first or second years 
 of the course, except in special cases. 
 
 (c) Senior City Scholarships — of which there are 20 — are 
 awarded to students in the Secondary Schools to take 
 them to the University or other institution for higher 
 education equivalent to University standard. These 
 scholarships are of the annual value of £60. 
 
65 
 
 ( d ) Senior Technological Scholarships — six in number — are 
 offered annually to suitable candidates of not less than 
 18 years of age to enable artisans and workers engaged 
 in the leading industries of Leeds to take a full-time 
 specialised course at the Local University or at other 
 educational institutions of similar standard. These 
 scholarships are of the annual value of £75 a year. 
 
 (e) Junior Art Scholarships — 20 in number — are offered yearly 
 to boys and girls attending the Elementary Schools of the 
 City who show a capacity for drawing and art work. 
 These scholarships are tenable at the Secondary Schools 
 of the City and at the Leeds School of Art, and cover free 
 tuition at the Secondary Schools and free tuition and cost 
 of necessary equipment at the Leeds School of Art. 
 
 if) Intermediate Art Scholarships — 20 in number — are offered 
 to boys and girls of at least 16 years of age attending the 
 Secondary Schools of the City or the Leeds School of Art. 
 These scholarships cover the cost of tuition fees and the 
 necessary equipment and materials, and provide a main- 
 tenance grant of £10 for the first year and £15 for the 
 second year. 
 
 (g) Senior A rt Scholarships — 20 in number — are offered yearly 
 to persons of not less than 18 years of age to enable them 
 to pursue their studies, especially as applied to the in- 
 dustries of Leeds, at the Leeds School of Art or at the 
 Royal College of Art, London. 
 
 (h) Domestic Scholarships — two in number — are offered to 
 suitable candidates of not less than 18 years of age to enable 
 them to obtain a thorough training as teachers of domestic 
 subjects. These scholarships are of the value of £40 
 a year. 
 
 (i) Horticultural or Agricultural Scholarships — the Local 
 Education Authority are prepared to consider applications 
 for a Scholarship in Agriculture or Horticulture from 
 pupils attending the Secondary Schools of the City. Value 
 of the scholarship, £40 a year. 
 
 In addition, Technical Exhibitions are given to 
 Evening School students to provide the necessary books 
 and instruments to enable them to continue their education 
 in an Evening School of higher grade. 
 
 E 
 
66 
 
 Advanced 
 
 Course 
 
 Bursarships 
 
 Possible 
 
 Developments 
 
 With the recognition by the Board of Education of advanced 
 courses of instruction in the Secondary Schools, the Education 
 Committee, to assist pupils to take advantage of this opportunity 
 for advanced work, instituted a scheme of Advanced Course Bursar- 
 ships, which cover the cost of tuition fees and provide a grant of 
 £10 for the first year and £15 for the second year of the courses. 
 The Bursarships are granted on the recommendation of the head 
 teachers of the Secondary Schools, and are subject to the parents 
 undertaking that the pupils shall remain at the School for the two 
 years covered by the advanced course. 
 
 There are at the present time 902 pupils holding Junior City 
 Scholarships, 66 Intermediate Scholarships, 88 Senior City Scholar- 
 ships, 1 7 Senior Technological Scholarships, 2 Domestic Scholar- 
 ships, 24 Junior Art Scholarships, 9 Intermediate Art Scholarships, 
 13 Senior Art Scholarships, and 94 Advanced Course Bursarships. 
 
 It may be noted that under this comprehensive scheme of 
 scholarships, practically no candidate who has attained the 
 necessary standard has failed to secure a scholarship. 
 
 It is expected that Local Education Authorities will make 
 special provision that children and young people who are capable 
 of profiting by certain types of education shall not be debarred 
 from the advantages of that education by inability to pay fees. 
 Section 4 (4) of the Education Act of 1918 reads : — 
 
 “ In schemes under this Act adequate provision shall 
 be made in order to secure that children and young 
 persons shall not be debarred from receiving benefits of any 
 form of education by which they are capable of profiting 
 through inability to pay fees.” 
 
 and Section 24 reads : — 
 
 “It is hereby declared that the powers as to the provision 
 of Scholarships conferred by Sub-section 2 of Section 23 of 
 the Education Act of 1902, and by Section 11 of the Education 
 (Administrative Provisions) Act, 1907, include the power to 
 provide allowances for maintenance.” 
 
 The Local Education Authority would naturally desire that 
 children and young people of ability should have the opportunity 
 to progress through educational institutions of different grades 
 according to their capacity to benefit fully from the instruction 
 provided in these institutions. Financial disability should not 
 operate against educational opportunity, and in virtue of the 
 clauses of the Education Act, 1918, set out above, it may be necessary 
 as the scheme of education develops, for the Committee to consider 
 an extension of the present scholarship scheme and a more generous 
 provision of maintenance allowances. 
 
67 
 
 University Education 
 
 The Local University should naturally be the top stone to 
 the scheme of education for the area. It should provide the most 
 advanced courses of instruction for the various branches of educa- 
 tion, should give opportunities for research in various branches 
 of knowledge, and should exercise a widespread influence in pro- 
 moting popular education. The Leeds University, with its 
 
 {a) Faculty of Arts, including Languages, Economics, Educa- 
 tion, and Law ; 
 
 ( b ) Faculty of Science, including Mathematics, Physics, Chemis- 
 try, Zoology, Botany, and Geology. 
 
 ( c ) Faculty of Technology, including Engineering, Mining, 
 
 Textile Industries, Dyeing, Leather Industries, and 
 Agriculture ; 
 
 (d) Faculty of Medicine ; 
 
 offers wide opportunities for the highest grades of education. Under coordination 
 the scheme of co-ordination established some time ago, the Univer- 
 sity Authorities and the Local Education Authority work in cordial 
 co-operation in promoting the educational welfare of the city, 
 and a steady flow of the most promising pupils from the Schools 
 of the area pass forward year by year to the University. By the 
 Senior City Scholarships the University is linked with the Secondary 
 Schools, from which year by year a number of youths and young 
 women are sent forward to the University, where they follow 
 Degree Courses in Arts, Science, Medicine, or Law. By the Senior 
 Technological Scholarships the University is brought into touch with 
 the Technical Schools and the workshops of the district, as by 
 these Scholarships young men who have obtained sound know- 
 ledge and intellectual training by attendance at the Technical 
 Schools, and who at the same time have given evidence of skill 
 and capacity in the workshops, are enabled to attend Day Courses 
 of Instruction at the University for two or three years, and thus 
 equip themselves to fill important and responsible positions in the 
 industries with which they are connected. 
 
 To the Engineering, Textile, and other departments of the 
 University which have a specialised bearing on the industries of 
 the district, the pupils who have qualified through attendance at 
 the Technical Evening Schools are sent for advanced instruction, 
 and selected teachers from Schools in Leeds are enabled to attend 
 the University for Courses in Special Subjects, by which their 
 knowledge is increased and acquaintance made with the most 
 modern methods of teaching the various subjects. 
 
68 
 
 Tutorial 
 
 Classes 
 
 City Council 
 Grant 
 
 Research 
 
 Work 
 
 At the present time 82 students from the Leeds Schools are 
 following full day courses at the University, 56 occupy free places 
 at the Evening Classes, and 10 teachers are attending Special 
 Sessional Courses. 
 
 To bring University teaching in suitable subjects within the 
 reach of those who would otherwise not be able to obtain it. Tutorial 
 Classes have been organised during the past few years in connection 
 with the scheme of Evening Education for the city. The students 
 have studied various problems in industrial history and economics, 
 and considering the lack of previous educational opportunities, 
 good progress has been made. 
 
 For the general work of the University the City Council for 
 some years has made a grant of £5,550 under certain stipulations — 
 that the City Council shall be represented on the Court of Governors, 
 the Council, and Advisory Committees of the University ; that 
 any new principle affecting the finances of the University which 
 may be proposed shall be referred to the City Council ; that the 
 City Council should have the right to nominate students to certain 
 Free Places at Day and Evening Courses of Instruction ; and that 
 the University shall give certain courses of instruction or lectures 
 as may be mutually agreed upon at convenient centres in the city. 
 An additional grant of £100 has been made in respect of the Science 
 Instruction given to the students of the Yorkshire Training School 
 of Domestic Economy. 
 
 The University has played an important part in the educational 
 activity of Leeds and neighbourhood for some years, but with 
 the developments in all phases of education consequent on the 
 operation of the Education Act of 1918, there will be a need for 
 much greater facilities in the various Faculties of the University 
 for the best of the pupils in institutions of lower grade to continue 
 their studies through the most advanced branches of education, 
 and in view of these extended facilities it will be necessary for 
 the City Council to consider the desirability of increasing the financial 
 aid now given to the University by the city. 
 
 Section 23 of the Education Act of 1918 enables Local Educa- 
 tion Authorities to aid research : — 
 
 “ With a view to promoting the efficiency of teaching 
 and advanced study, a local education authority for the pur- 
 poses of Part II. of the Education Act, 1902, may aid teachers 
 and students to carry on any investigation for the advancement 
 of learning or research in or in connection with an educational 
 institution, and with that object may aid educational insti- 
 tutions.” 
 
69 
 
 The University and the Central Technical School, with their 
 extensive equipment and specially qualified staff, are the natural 
 places for research work. During the past few years valuable 
 research work has been undertaken by the Central Technical School 
 in conjunction with the University ; and Section 23 gives the 
 Local Education Authority a power which may well be utilised 
 in the future to promote research in aiding teachers and students 
 to carry on investigation for the advancement of learning in the 
 local University or any other educational institution. 
 
70 
 
 The Training of Teachers 
 
 The most essential requisite for the success of any scheme 
 of education is an adequate supply of teachers, specially trained 
 for their respective spheres of work, and the educational develop- 
 ments which will ensue as the result of the Education Act of 1918 
 make such a supply of teachers an urgent need. Teachers will be 
 required for : — - 
 
 (a) Nursery Schools and Classes. 
 
 (b) Elementary Schools ; ordinary class teachers and teachers 
 of special subjects, including Handicraft and Domestic 
 Subjects. 
 
 (c) Secondary Schools ; Form Teachers and specialists for 
 various subjects— Languages, Science, Mathematics, Art 
 Craft work, and Physical Education. 
 
 (d) Continuation Schools ; which will require teachers of 
 general subjects and teachers of special subjects, such as 
 Science, Manual Work, Physical Exercises, and Domestic 
 Subjects. 
 
 (e) Technical Schools. 
 
 The present provision for the training of teachers in Leeds 
 consists of — 
 
 (i.) The City of Leeds Training College. 
 
 (ii.) The Yorkshire Training School of Cookery and 
 Domestic Science. 
 
 (iii.) The School of Art. 
 
 (iv.) The Training Department of the University. 
 
 and by proper development these facilities should go a long way 
 to meet the demand for teachers of various types which will be 
 required in the near future. 
 
 city of Leeds The Education Act of 1002 gave power to Education Authori- 
 
 College ties to consider the question of Training College provision in all 
 
 its aspects ; and to encourage Local Education Authorities to take 
 steps to remedy the inadequacy of Training College accommoda- 
 tion, the Board of Education offered grants of 75 per cent, of the 
 capital cost incurred in the provision of new Training Colleges. 
 After careful consideration, the Leeds Education Authority in 
 1907 decided to establish a temporary Training College in premises 
 in Woodhouse Lane, previously occupied by the Leeds Girls’ High 
 School. Its success was immediate. More than 1,000 applications 
 for admission were received, and a start was made with 141 students 
 —41 men and 100 women — while to meet the needs of those from 
 outside the Leeds area two hostels were established, one at Weetwood 
 
7 1 
 
 Grange, Headingley, for 50 women students, and another at St. 
 
 Anne’s Hill, Burley, for 20 students. The success of the temporary 
 Training College led the Committee to make arrangements for the 
 establishment of a permanent Training College, and in 1908 a suit- 
 able site was purchased from the owners of the Kirkstall Grange 
 Estate. On this site a Training College with eight hostels, providing 
 accommodation for 480 students — 180 men and 300 women — was 
 built, but unfortunately on the outbreak of war the Training College 
 buildings were requisitioned by the military authorities, and since 
 that time the Training College has been carried on under con- 
 siderable difficulties, with the students housed in scattered resi- 
 dences. A return to the Training College buildings is anticipated 
 within the next few months, when it should be possible to arrange 
 the necessary developments for training the teachers who will be 
 required for new phases of educational work. 
 
 The Training College should exert an influence over the work conege 
 in all the Elementary Schools of the Authority ; and it is hoped, on the SchooIs 
 as soon as normal conditions return, to arrange for the more re- 
 sponsible members of the Training College staff to follow their 
 particular subjects by visits to the Schools in an advisory capacity, 
 and thus help to set a high standard of teaching, and bring to 
 the teachers concerned the newest ideas as regards methods of 
 teaching the subjects in which they are particularly interested. 
 
 Leeds is an ideal centre for the training of teachers, with its 
 University, its Training College, its Training School for Domestic 
 Teachers, its School of Art, its Central Technical School, and a great 
 variety of types of Schools situated within the city. Adequate 
 facilities at present exist for training the class teacher for Elementary 
 Schools, and generous provision for special courses of training for 
 various types of teachers which will be required in the near future 
 should be the immediate policy of the Local Education Authority. 
 
 A start has been made in this direction. Recently a Nursery Nursery 
 School was instituted at North Hill House, Headingley, which will 
 be used as a Demonstration and Practising School for selected 
 teachers who are training as Infant School Teachers to prepare 
 them for possible appointment in the new Nursery Schools which 
 will arise throughout the country as a result of the passing of the 
 Education Act of 1918. Such students have opportunities also 
 for observing the work of the Nurseries which have been organised 
 by the Leeds Nurseries Committee, and for teaching practice with 
 the little people in these Nurseries. 
 
 With the extension of the school leaving age, and the intro- fchooTs tary 
 duction of more practical work, a much larger number of teachers 
 
72 
 
 Handwork 
 
 Teachers of 
 
 Domestic 
 
 Subjects 
 
 Secondary 
 
 Schools 
 
 Teachers of 
 Art 
 
 specially qualified in particular subjects will be required. The 
 introduction of well organised Third Year Courses at the City of 
 Leeds Training College would enable a number of teachers at the 
 end of the normal Two Years’ Course to specialise in a subject in 
 which they are gifted, such as Art, Music, Mathematics, English, 
 Geography, Physical Education, Handicraft, &c. Teachers with 
 this additional training will be essential, as there must be more 
 specialisation if the Higher Courses in the Elementary Schools 
 are to be successful. 
 
 A number of the Manual Instructors in the Schools have in 
 past times been selected from artisans. It must be recognised now 
 that Handwork is an integral part of the School Course, and that 
 the instructor should be primarily a teacher. Skill as a teacher 
 is as essential in this branch of educational work as in that of any 
 other, and latterly the Leeds Education Committee have adopted 
 the policy of appointing as Handicraft teachers men who have 
 supplemented the normal Two Years’ Course at a Training College 
 with specialisation in Handicraft. A Third Year Course for such 
 specialisation should be instituted without delay at the City of 
 Leeds Training College. 
 
 Facilities for training teachers of domestic subjects exist at the 
 Yorkshire Training School of Domestic Economy. During the period 
 of training the students receive a good deal of practice in teaching in 
 the various Schools of the City and instruction in methods of teach- 
 ing. For some time only teachers with the full Diploma have been 
 appointed by the Leeds Education Authority. 
 
 There is accommodation at the local University for training 
 a number of teachers for Secondary Schools. It must be noted 
 that unfortunately many teachers appointed in Secondary Schools 
 have in the past had no training as teachers, and it is very desirable 
 that the Board of Education should in the near future make the 
 acquisition of a Teaching Diploma a necessary qualification for 
 appointment on the staff of Secondary Schools. 
 
 From the developments in Secondary Education during the 
 past decade, it is anticipated that during the next few years there 
 will be a considerable growth in the provision for Secondary Educa- 
 tion in the City, which will require an adequate staff of teachers 
 specially trained for the work. It is not sufficient that these teachers 
 should have academic qualifications ; they should have also definite 
 training in teaching, and the Universities throughout the country 
 should make the necessary provision for an adequate supply of 
 such teachers. 
 
 A few years ago the Board of Education issued a scheme for 
 the training of Teachers of Art. The Leeds School of Art was 
 
73 
 
 recognised as a centre for such training, and a specially organised 
 course of study was arranged, based on the syllabus issued by the 
 Board of Education. The course includes lectures on Pedagogy 
 and the Principles of Teaching, with observation and teaching 
 practice in all grades of Schools in the City. Such courses at 
 local Schools of Art of good standing supplement the courses at 
 the Royal College of Art, and should help to provide the teachers 
 of Art necessary for the various Schools. 
 
 Leeds is fortunate in having a nucleus of teachers suitable 
 for work in Continuation Schools in the masters and mistresses 
 who have had experience in Technical Evening Schools and who 
 have qualified for such work by attendance from time to time at 
 specially organised courses. These teachers will probably need 
 to be supplemented by well educated men with experience of 
 industrial work for whom short courses of instruction on the principles 
 of teaching should be organised to make them better fitted to impart 
 their knowledge to others. A deferred Third Year Course at the 
 Training College for teachers who have had a few years’ experience 
 in the Elementary Schools would prove of great value in providing 
 teachers with the necessary qualifications for successful work in 
 Continuation Schools. 
 
 For the Special Schools of various types, Schools for Mentally 
 Defective Children, Schools for Crippled Children, Open-air Schools, 
 Schools for Blind Children, and Schools for Deaf Children, teachers 
 of special aptitude and special training will be required. Training 
 courses for such teachers as well as for teachers in Open-air Schools 
 might be arranged at the City of Leeds Training College. Teachers 
 of the blind and deaf are expected to hold Diplomas relative to 
 their respective spheres of work. 
 
 The staff of the Central Technical School is very special in 
 character and has to be trained in teaching more or less by the 
 School itself. The men required are men of good education, 
 academic distinction, and wide experience in their special branch 
 of industry. The one way to secure the best type of man is to 
 make the positions financially attractive as compared with positions 
 of responsibility in industry. 
 
 The success of the great reforms made possible by the Education 
 Act of 1918 will depend largely on an adequate supply of efficient 
 teachers who have had opportunities to equip themselves for the 
 particular branch of education in which they are engaged, and in 
 the interests of education in Leeds, it will be necessary for the 
 Education Committee to make generous provision at the Training 
 College for developments to meet the very varied requirements 
 in teaching staff for the different grades of Schools. 
 
 Continuation 
 
 Schools 
 
 Special 
 
 Schools 
 
 Technical 
 
 Schools 
 
74 
 
 Cooperation in Educational Effort 
 
 The welfare of the child or young person does not lie within 
 the jurisdiction of the Education Authority only. Other Municipal 
 Departments and other agencies have a direct or indirect bearing 
 on the education and general welfare of the children and young 
 people living within an administrative area, and with the general 
 recognition of the value of the child to the community and to the 
 nation there is recognised also the desirability of closer and more 
 generous co-operation of all agencies which in any way may have 
 a beneficial influence on the general well-being of the youth of the 
 country. 
 
 (a) With other Local Authorities. 
 
 It is not feasible for all Local Education Authorities, more 
 particularly the smaller authorities, to make adequate provision 
 for all types of education within their area, and prior to the Educa- 
 tion Act of last year co-operation to some extent existed between 
 the Leeds Education Authority and other Local Education Authori- 
 ties. 
 
 (i.) The Leeds Special Schools are attended by children 
 from outside areas, who are lodged with foster-parents 
 in selected homes, the authority from whose area the 
 children come contributing to the cost of maintenance 
 of such children. 
 
 (ii.) In the Industrial Schools also accommodation not occu- 
 pied by Leeds children is open to children from other areas, 
 the authorities of which contribute towards the cost 
 of educating, training, and housing such children. 
 
 (iii.) With regard to City Council Scholarships, reciprocal 
 arrangements exist between the Leeds Education 
 Authority and 19 other Local Education Authorities 
 regarding the transfer of Scholarships tenable at Secondary 
 Schools, with the result that Scholarship holders removing 
 from one area to another are not penalised by having to 
 relinquish the Scholarships. 
 
 (iv.) The City of Leeds Training College has accommodation 
 for 480 students, only a small part of which is occupied 
 by Leeds teachers. The remaining accommodation is 
 open to teachers from the areas of other Education 
 Authorities, and one neighbouring Authority retains 
 the right to 25 places in the Training College each year 
 for the benefit of teachers who receive their early training 
 with that Authority. 
 
75 
 
 (v.) For students from outside areas attending Evening 
 Courses of an advanced character within the city area, 
 grants are made by the areas from which the students 
 come. 
 
 (vi.) In the Leeds Secondary Schools there are pupils from 
 outside areas on a number of whom capitation grants 
 are paid by the authorities in whose areas the pupils 
 reside. 
 
 This co-operation has arisen partly through the need of other 
 Authorities for provision of educational facilities of special type 
 for pupils residing in their area, and partly by requests from the 
 Leeds Education Authority that outside authorities making use 
 of the facilities provided in Leeds should recognise their obligations 
 to Leeds and to Leeds ratepayers. 
 
 Leeds is very favourably placed as an educational centre, 
 and for advanced types of work including the training of teachers 
 there should be scope for a good deal of co-operation with other 
 Local Education Authorities. The desirability of such co-operation 
 and combination between authorities is recognised in Section 6 (i) 
 of the Education Act, 1918 : — 
 
 “ For the purpose of performing any duty or exercising 
 any power under the Education Acts, a Council having powers 
 under those Acts may enter into such arrangements as they 
 think proper for co-operation or combination with any other 
 Council or Councils having such powers, and any such arrange- 
 ment may provide for the appointment of a joint Committee 
 or a joint body of Managers, for the delegation to that Com- 
 mittee or body of Managers of any powers or duties of the 
 Councils (other than the power of raising a rate or borrowing 
 money), for the proportion of contributions to be paid by 
 each Council, and for any other matters which appear necessary 
 for carrying out the arrangement.” 
 
 The clause is a permissive clause, and it is left to the Local 
 Education Authorities concerned to make such arrangements as 
 may by them be deemed mutually agreeable. Considerable advan- 
 tage may be derived by proper combination with regard to particular 
 types of educational effort, such as the Training of Teachers, 
 Advanced Technical Work, Advanced Art Work, Special Schools, 
 Colonies for Epileptics, &c., and Local Education Authorities 
 will no doubt give due consideration to the possibilities for com- 
 bined provision in connection with certain phases of educational 
 work. 
 
Consideration 
 for the 
 Children 
 
 76 
 
 (b) With other Local Government Departments. 
 
 The work of certain Municipal Departments, apart from the 
 Education Committee, has a very direct bearing on the education 
 of the children. It is generally accepted at the present time that 
 education is not limited to the class-rooms of the School ; in fact, 
 the greater part of education is secured outside the walls of a class- 
 room, and under the wider acceptation of the term “education ” 
 there is room for a more general consideration of the needs of the 
 children and for much closer co-operation between Municipal 
 Departments in the interests of the children. Educational influence 
 and educational activity will now cover the wide field of all children 
 and young people up to the age of 18, and it is hoped that many 
 above that age will voluntarily come under the influence of the 
 Education Committee and other educational agencies. 
 
 The welfare of a very considerable proportion of the community 
 is therefore under consideration, and everything possible to widen 
 their opportunities should be encouraged. The great asset of the 
 City is its children, and the first business of the City should be to 
 ensure that the children have opportunities to develop into health} 7 
 and intelligent citizens capable of filling their appropriate position 
 in life, not only as workers, but as citizens. It is through the 
 co-operation of other Municipal Departments with the Education 
 Department that facilities for education in its widest sense may 
 be brought within the reach of children who otherwise would be 
 condemned to pass the early years of their life amid the dismal 
 surroundings of the Schools in industrial districts. It should be 
 the duty of every Municipal Department to cater for the welfare 
 of the whole community, and children in view of their future value 
 as citizens should receive due consideration. 
 
 There has already been some co-operation with the Libraries 
 Committee in the establishment of Branch Libraries with special 
 rooms for juveniles which the children have been encouraged to 
 use by the teachers, and in the organisation of occasional visits to 
 the Art Gallery. The Baths Committee, until recently, provided 
 facilities for school children to learn to swim for which the Education 
 Committee paid ; the Health Department have worked in co- 
 operation with the School Medical Service in connection with the 
 •cleanliness of the homes from which school children come ; while 
 with the Parks Committee there has been co-operation in connection 
 with the plant scheme for Elementary Schools. 
 
 Valuable as the co-operation with other Municipal Depart- 
 ments has been, there is room for great developments in this respect. 
 Leeds is well served with parks and open spaces, and special facilities 
 
77 
 
 should be arranged for the children and young people, unfettered 
 by unnecessary restrictions, to utilise the parks and open spaces 
 for organised games which would give the children greater oppor- 
 tunities to spend a larger portion of their time amid the beauties 
 of nature rather than in the slums of the City. New Schools 
 wherever possible should be inset in parks or open spaces, and 
 powers should be obtained by the Municipality to remove any 
 restrictions which may at present prevent school buildings being 
 placed in parks or suitable open spaces. 
 
 The Schools have to be used where they stand, and unfortu- 
 nately many of them are in anything but pleasant surroundings ; 
 but with an efficient system of tramways it should not be outside 
 the realm of possibility for arrangements to be made to allow the 
 children in summer time to receive a certain portion of their education 
 in the open country on the outskirts of the City. The Tramways 
 Department, like all other Municipal Departments, has an interest 
 in the educational and general welfare of the children and young 
 people who form a very considerable part of the population of 
 the City. 
 
 Closer co-operation with the Libraries Committee should result 
 in a very considerable extension in the facilities for children and 
 young people in connection with the Branch Libraries, and in the 
 provision of greater facilities for the use of the Art Gallery for 
 educational purposes. 
 
 Habits of cleanliness are of primary importance, and in this 
 respect the Baths Committee might render valuable aid in providing 
 extensive facilities for bathing by the children and young people 
 of the City. The physical welfare of young people has now assumed 
 its proper importance in public opinion, and all recent developments 
 point to a very close co-operation between the Local Health Depart- 
 ment and the Local Education Department in dealing with the 
 vital problem of the care of children and young people. 
 
 (c) With other Educational Agencies. 
 
 Prior to the Education Act of 1902, there was considerable 
 overlapping of educational effort in Leeds. This was obviated 
 largely by the City Council taking over from the Leeds Institute 
 the Boys’ Modern School, the Girls’ Modern School, the Central 
 Technical School, and the School of Art, and from the Yorkshire 
 Ladies’ Council of Education the School of Cookery and Domestic 
 Economy. There are, however, within the Leeds area other educa- 
 tional agencies which are not directly controlled by the Local 
 Education Authority, and which form part of the educational 
 scheme of the area : — 
 
78 
 
 The 
 
 University 
 
 (a) The University ; 
 
 ( b ) Secondary Schools — Boys’ Grammar School, Girls’ High 
 School, Notre Dame Secondary School, St. Mary’s Secondary 
 School, and the Catholic College for Boys ; 
 
 ( c ) The Philosophical Society, with its Museum. 
 
 By the Act of 1902, the Local Education Authority was em- 
 powered either to supply or to aid the supply of education other 
 than elementary ; but under Section 1 of the Education Act of 
 1918, it becomes the duty of the Local Education Authority to 
 provide for the progressive development and comprehensive organisa- 
 tion of education in respect of its area. The duty lies upon the 
 Local Authority to see that the necessary educational provision of 
 all types exists for the children and young persons within the 
 area, and the Local Education Authority may make such provision 
 themselves or they may aid other bodies responsible for the organisa- 
 tion of Higher Education. 
 
 When the educational work of the Leeds Institute and of the 
 Yorkshire Ladies’ Council of Education was taken over by the 
 City Council, arrangements were made to retain the co-operation 
 and influence of the managing bodies of the institutions concerned 
 by constituting them, with additional representatives of the Educa- 
 tion Committee, Sub-committees of the Higher Education Committee 
 of the City. 
 
 It will be necessary for the Local Education Authority to 
 formulate a definite policy and scheme for education within its 
 area, and by suitable co-operation and definition of spheres of work 
 to ensure that outside agencies which are aided by the Lccal Educa- 
 tion Authority shall fit into the general scheme without overlapping 
 and without waste of energy or money. 
 
 In 1906 a conference was held between representatives of 
 the University and representatives of the City Council to further 
 a scheme of co-operation of the University Authorities with the 
 City Council, which resulted in the co-ordination of the educational 
 work of the various institutions and the establishment of a better 
 balanced scheme of education for the city as a whole. The mutual 
 definition of the respective spheres of work proved very successful. 
 The University received students of higher attainment under the 
 arrangement that students should not be admitted to courses at 
 the University unless they were qualified to benefit from the in- 
 struction there provided. Intending students who were not suitably 
 prepared have been required to attend an institution of a lower 
 grade in order to obtain the necessary 7 preliminary knowledge. 
 
79 
 
 This insistence on adequate preparation of all students before 
 enrolment has enabled the valuable and more specialised equipment 
 of the University to be utilised to the fullest extent, and at the 
 same time has encouraged a higher standard of work in the Schools 
 below University grade. Much has been done therefore to bring 
 the University into closer relationship with the other educational 
 institutions of the city, to the mutual benefit of the University 
 and of other educational institutions within the area. 
 
 To the Secondary Schools not maintained by the City Council 
 Scholarship holders have been sent in accordance with the Scholar- 
 ship system of the city, and as the outcome of co-operation between 
 the Philosophical Society and the Education Committee for many 
 years now the senior children of the Elementary Schools have had 
 opportunities to attend suitable lectures at the Philosophical Hall, 
 and to visit the various sections of the museum. 
 
 (d) With the Teachers. 
 
 The ultimate success of any scheme of education will depend 
 in large measure on the loyal co-operation and generous support 
 of the great staff of teachers to whom falls the duty of imparting 
 the instruction and directing the training of the children and young 
 people. Between the teachers and the Local Education Authority 
 there must of necessity be the most cordial relationship, with 
 effective means for the consideration of problems affecting the 
 Schools and the welfare of those who attend them. In January 
 of last year a Joint Committee consisting of representatives of the 
 Education Committee and representatives of the teachers was 
 established to consider in a consultative capacity educational 
 matters which may from time to time be referred to it by the Educa- 
 tion Committee or by the Leeds Teachers’ Federal Council. The 
 functions of the Joint Committee are purely advisory and not 
 executive, and it meets once each three months, or more often if 
 necessary. 
 
 There are many phases of educational work undertaken by 
 the Local Education Authority — Elementary Education, Special 
 School Education, the School Medical Service, Secondary Education, 
 Continuation Education, Technical Education, Art Education, &c., 
 and conferences between officials and teachers representing the 
 various aspects of educational work in which they are specially 
 interested would prove beneficial to the administrative staff and 
 to the teachers. It is suggested that, from time to time, the Director 
 of Education should call together representative teachers interested 
 in particular phases of educational work for conference with regard 
 to matters appertaining to the particular branches of educational 
 work concerned. 
 
 Non-maintained 
 
 Secondary 
 
 Schools 
 
8o 
 
 A Central Educational Institute containing among other 
 rooms a Library, Reading Rooms, Lecture Hall, Recreation Room, 
 Writing Room, &c., which would form a centre for lectures on 
 educational and other subjects, would provide suitable rooms for 
 meetings of the various teachers’ associations, and other educational 
 societies, and establish a common ground of contact for governors, 
 managers, teachers, and others engaged in the varied educational 
 institutions of the city, would be an asset of considerable value 
 in promoting a spirit of co-operation between the teachers of the 
 City and the Local Education Authority, and in the event of their 
 transfer to the City Council excellent use in this respect could be 
 made of the buildings of the Leeds Institute. 
 
 (e) With Employers. 
 
 For some years Advisory Committees consisting of repre- 
 sentative employers and representative workpeople have been in 
 existence in connection with the Trade and Craft Courses at the 
 Central Technical School and at the School of Art. These Com- 
 mittees have been of great help in advising, from their special 
 knowledge, regarding the organisation, equipment, and schemes 
 of instruction of the various courses. Efforts have been made also 
 to secure the co-operation of employers in connection with the 
 attendance of their young workpeople at the Voluntary Evening 
 Schools, and with the developments arising from the Education 
 Act of 1918, it will be necessary that steps should be taken to secure 
 very cordial and continuous co-operation between the employers 
 of the city and the Education Committee, in order that the schemes 
 of education may be practical in character, and such as are likely 
 to prove most beneficial to the students attending the Schools. 
 
8i 
 
 Education Finance 
 
 Great reforms in education finance accompany the Education 
 Act of 1918. A few years ago Parliament appointed a Departmental 
 Committee to inquire into the relationship between Imperial and 
 Local Taxation. The report of this Committee recommended 
 largely increased contributions from the Government towards the 
 expenditure of Local Authorities, and a recasting of the system of 
 Elementary Education Grants, on a basis of a block grant instead 
 of the variety of separate grants then paid on various branches of 
 Elementary Education. Section 44 (1) of the Education Act of 
 1918 states that : — 
 
 “ The Board of Education shall, subject to the provisions 
 of this Act, by regulations provide for the payment to local 
 education authorities out of rrioneys provided by Parliament 
 of annual substantive grants in aid of education of such amount 
 and subject to such conditions and limitations as may be 
 prescribed in the regulations, and nothing in any Act of Parlia- 
 ment shall prevent the Board of Education from paying grants 
 to an authority in respect of any expenditure which the 
 authority may lawfully incur.” 
 
 Section 44 (2) states the total sums paid to a Local Education 
 Authority out of monies provided by Parliament shall not be 
 less than one half of the net expenditure of the Authority recognised 
 by the Board of Education as expenditure in aid of which Parlia- 
 mentary grants should be made to the Authority. 
 
 The Board of Education have issued a circular dated 13th 
 November, 1918, to the effect that the 1st April, 1919, has been 
 appointed as the day on which the fee grant and the aid grant 
 will cease ; and all grants payable under existing regulations to 
 Local Education Authorities in respect of Elementary Education, 
 except those which relate to Special Schools (for Blind, Deaf, 
 Defective, or Epileptic Children), or to Special Services (Medical 
 Inspection, Provision of Meals, &c.), will be brought to an end 
 on the same day. 
 
 After the completion of payment of the Supplemental Grant, 
 generally known as the “ Fisher Grant,” payable in the year 1918-19, 
 no further grant willjbe payable under the Supplementary Grant 
 regulations, and the Special Grant to Necessitous Areas, in the 
 form in which it now exists, will be discontinued at the end of 
 the current financial year. 
 
 All grants payable to Local Education Authorities under |rant antlv 
 Code Regulations for Public Elementary Schools now in force 
 will therefore cease on the 1st April, 1919, and a new substantive 
 
 F 
 
82 
 
 grant will take the place of the present grants. It is estimated 
 that the substantive grant on the new basis will bring in for the 
 financial year 1919-20 £ 280,500 , as against £209,539, the estimated 
 amount under the varied grants which have been cancelled. 
 
 By regulations of the Board of Education, dated nth January, 
 1919, the payment of separate grants in respect of the “ Special 
 Services ” of Elemental Education, consisting of — 
 
 (a) School Medical Service, including medical inspection and 
 medical treatment of children attending Public Elementary 
 Schools ; 
 
 ( b ) Provision of Meals ; 
 
 (c) Schools for Blind, Deaf, Defective, and Epileptic Children ; 
 
 (d) Organisation and supervision of Pltysical Training in 
 Public Elementary Schools ; 
 
 (e) Evening Play Centres ; and 
 
 (/) Nursery Schools, 
 
 will cease as from the 1st April, 1919, and from that date those 
 grants will be merged in a substantive grant payable in respect 
 of the services of Elementary Education as a whole. There will 
 be, in fact, in respect of the whole service of Elementary Education 
 one consolidated grant which for each year will be based upon 
 the average attendance, the produce of a rate, and the expenditure 
 of that year, according to the following formula : — 
 
 Thirty-six shillings for each unit of average attendance in 
 Public Elementary Schools maintained by the Authority 
 (not including any schools for blind, deaf, defective, and 
 epileptic children), with the addition of the following 
 amounts : — 
 
 (a) Three-fifths of the Authority’s expenditure on the 
 salaries of teachers in those schools ; 
 
 ( b ) One-half of the net expenditure on special services ; 
 and 
 
 ( c ) One-fifth of the remaining net expenditure on 
 Elementary Education ; 
 
 less the produce of a sevenpenny rate upon assessable 
 value in the area. 
 
83 
 
 The grant is conditional upon the Board being satisfied that 
 the Authority : — 
 
 (i.) Has performed its duties under the Education Acts ; 
 
 (ii.) Has complied with the conditions of the regulations of 
 the Board for Public Elementary Schools, Special Schools, 
 and other Special Services ; 
 
 (iii.) Has supplied punctually such information and returns 
 as the Board require, 
 
 and will be payable by monthly instalments with a final adjustment 
 after the audited accounts for the year have been examined. 
 
 \ * ' . 
 
 The grants shall not, except as noted below, exceed the greater 
 of the two following amounts : — 
 
 (i a ) Two-thirds of the net expenditure. 
 
 ( b ) The excess of the net expenditure over a sum comprising 
 the produce of a rate of twelvepence upon assessable value 
 in the area together with the grant under the Agricultural 
 Rates Act, and if the grant calculated under the formula 
 would exceed this maximum limit, it shall be reduced 
 accordingly. 
 
 In those areas in which the grant calculated as above would, 
 when added to the grant under the Agricultural Rates Act, fall 
 short of the net expenditure by a sum exceeding the equivalent 
 of a rate of the prescribed amount, the grant should be increased 
 by the prescribed proportion of the amount in such excess. 
 
 For 1919-20 the prescribed amount is twenty-seven pence, 
 and the prescribed proportion is one-half. 
 
 A “Deficiency Grant’ ’ will provide for the contingency should 
 the regulations of the Board of Education result in payment of 
 grants within the year not sufficient in amount to satisfy the pro- 
 visions of Section 44 (2) of the Education Act, 1918. 
 
 The grants from the Government in aid of Elementary Education 
 or education other than elementary, as the case may be, shall be 
 not less than one-half of the net expenditure of the authority 
 recognised by the Board of Education ; and if the total sums 
 payable out of moneys provided by Parliament and the local 
 taxation account to an authority in any year fall short of one-half 
 
 Increased 
 Grant in 
 Highly-rated 
 Areas 
 
 Deficiency 
 
 Grant 
 
8 4 
 
 Grants from 
 other 
 Education 
 Authorities 
 
 of that expenditure, there shall be paid by the Board of Education 
 out of moneys provided by Parliament a deficiency grant equal to 
 the amount of the deficiency, provided such deficiency grant is 
 not so paid to make good any deductions made from a 
 substantive grant. 
 
 The Board of Education, by regulations dated 13th January, 
 1919, determine how the amount of any deficiency grant payable 
 in respect of Elementary Education shall be ascertained. 
 
 In view of the revised system of payment by the Board of 
 Education towards the cost of “ special services,” it has been 
 decided that Authorities sending pupils for special education into 
 the Leeds Schools shall be asked to pay the actual cost of the 
 education of such children. The authorities, of course, will receive 
 50 per cent, of the net cost from the Government in respect of 
 these children. For the Schools for blind children and deaf children, 
 Local Education Authorities will be asked to pay for day scholars 
 £ 22 per annum, instead of £5 5s., and £64 per annum with respect 
 to boarders, which means that the authorities will pay £32 out 
 of local funds instead of £28 as at present. For attendance at the 
 Schools for mentally defective children, Local Authorities will be 
 asked to pay £15 a year, plus the actual cost of boarding out, instead 
 of £5 5s. as at present. The effect will be that Local Authorities 
 will find out of local funds for these children £y 10s., plus boarding- 
 out expenses, instead of £5 5s., plus boarding-out expenses, and 
 they will receive from the Board of Education 50 per cent, of their 
 net expenditure. 
 
 There are other financial changes in the Education Act of 
 1918. Section 7 abolishes the limit fixed by the Education Act 
 of 1902 on the amount to be raised by a County Council out of rates 
 for the purposes of Higher Education ; Section 26 abolishes all 
 fees or other charges of any kind in Public Elementary Schools 
 except as provided by the Education (Provision of Meals) Act, 
 1906, and the Local Education Authorities (Medical Treatment) 
 Act of 1909 ; and Section 23 authorises Higher Education Authori- 
 ties to give financial aid to teachers, students, and educational 
 institutions for the purpose of research. 
 
 The development of the scheme of education in Leeds, as 
 outlined in previous pages, will involve large expenditure, and if 
 one-half of this expenditure be drawn from Imperial sources it 
 will still leave a very heavy burden on the locality. Large obliga- 
 tions and added powers, which the Local Education Authority 
 
§5 
 
 would wish to operate in the interest and general welfare of the 
 children and young people of the city, will make large demands 
 on the local rates. Though the locality will benefit from enlarged 
 facilities for education, the fact must not be overlooked that educa- 
 tion is largely a service of national character, by which the nation 
 as a nation benefits, and it cannot be too strongly urged that a 
 larger proportion of the cost of education should come from Govern- 
 ment contributions, and that there should be more equitable in- 
 cidence of taxation. 
 
 Education Department, 
 Leeds, 
 
 31st March, 1919. 
 
 JAMES GRAHAM, 
 
 Director of Education. 
 
86 
 
 Appendix A 
 
 Additional Duties and Extended Powers 
 of Local Education Authorities 
 
 The Education Act of 1918 contains 52 Sections and two 
 Schedules. It entirely repeals eleven Education Acts, as well as 
 parts of eleven other Acts. 
 
 Section 52 (3) provides for the operation of the Act on such 
 day as the Board of Education may appoint, and different days 
 may be appointed for different purposes and for different provisions 
 of the Act, for different areas and for different persons or classes 
 of persons. 
 
 Elementary Education. 
 
 (a) Duties. 
 
 To contribute so far as their powers extend towards the estab- 
 lishment of a national system of public education available for all 
 persons capable of profiting thereby by providing for the progressive 
 development and comprehensive organisation of education in respect 
 of their area —Section 1. 
 
 To submit to the Board of Education schemes showing the 
 mode in which their duties and powers under the Education Acts 
 are to be performed and exercised . — Section 1. 
 
 Before submitting schemes Local Education Author- 
 ities must ( a ) consider any representation made by 
 parents or other persons interested, and ( b ) adopt such 
 measures as they think desirable to ascertain their 
 views, and (c) take steps to give publicity to their 
 proposals . — Section 4 (2). 
 
 In preparing schemes regard must be had to any 
 existing supply of efficient places and suitable schools or 
 colleges not provided by the Local Education Authority, 
 or to any proposals to provide such schools or 
 colleges . — Section 4 (3). 
 
 In order to secure that children and young persons 
 unable to pay fees shall not be debarred from receiving 
 the benefit of education by which they are capable of 
 profiting, adequate provision shall be made in any 
 scheme to meet such cases . — Section 4 (4). 
 
87 
 
 The Board of Education, after considering the 
 schemes submitted, and making alterations by agreement, 
 may approve any scheme, and after such approval it 
 shall be the duty of the Local Authority to give effect 
 to the scheme .— Section 5 (1). 
 
 To provide : — 
 
 (i.) Central Schools or Classes for Cookery, Laundry work, 
 Housewifery, Dairywork, Handicrafts, Gardening, and 
 other subjects of practical instruction. 
 
 (ii.) Courses of advanced instruction in Elementary Schools 
 for older and more intelligent children who stay at 
 Elementary Schools beyond the age of 14 years. — 
 Section 2 (1). 
 
 To find places for full time attendance of all children up to 
 the age of 14 . — Section 8 (1). 
 
 Children are not to be deemed to have reached the 
 school-leaving age (14 or 15 as the case may be) until 
 the end of the term in which their birthday occurs. — 
 Section 9 (1). 
 
 (b) Powers . 
 
 The Local Education Authority may supply or aid the supply 
 of Nursery Schools for children over 2 and under 5 years of age, 
 or such later age as may be approved by the Board of Education ; 
 and may attend to the health, nourishment, and physical welfare of 
 children in Nursery Schools .— Section 19 (1). 
 
 The Board of Education may subsidise Nursery 
 Schools not provided by the Local Education Authority, 
 if such schools are open to inspection and the Local 
 Authority are enabled to appoint representatives to the 
 extent of at least one-third of the total number of 
 such managers . — ■ Section 19 (2). 
 
 Bye-laws may be made to compel full-time or part-time attend- 
 ance at Elementary Schools up to the age of 15 years . — Section 8 (2). 
 
 Such bye-laws may apply to all such children or to 
 children who are not employed in specified occupations. 
 
 Exemption from attendance at school may be granted to 
 individual children between 14 and 15 years of age, upon such 
 conditions as the Local Authority think fit, where, after due 
 inquiry, the circumstances justify such a course. 
 
88 
 
 Arrangements may be made for the inspection of Private 
 Adventure Schools . — Section 8 (3). 
 
 A bye-law may be made providing that parents shall not be 
 required to cause their children to attend school before the age 
 of 6 years . — Section 8 (4). 
 
 Before the Board of Education confirm such a 
 bye-law they would need to be satisfied that adequate 
 provision of Nursery Schools had been made, and would, 
 if requested by ten parents, hold a public inquiry to 
 determine whether such a bye-law should be approved. — 
 Section 8 (4). 
 
 Application may be made to the Board of Education for per- 
 mission to instruct children in Public Elementary Schools to the 
 end of the school term in which they reach 16 years of age, or such 
 later age if the Board deem it desirable . — Section 8 (5). 
 
 Any child in a Public Elementary School may be directed to 
 attend any class for the purpose of practical or special instruction 
 or demonstration, whether such class is conducted on the school 
 premises or not . — Section 8 (6). 
 
 Regulations may be made, subject to the approval of the 
 Board of Education, providing that children may be refused ad- 
 mission to Public Elementary Schools except at the commencement 
 of a school term .— Section 9 (2). 
 
 In localities where there are two or more Public Elementary 
 Schools of the same denominational character, but not provided 
 by the Local Education Authority, the Authority may, if they 
 consider it expedient on the grounds of educational efficiency and 
 economy, and with the approval of the Board, arrange for the 
 distribution of the children in such schools, having regard to age, 
 sex, and attainments, and for the grouping of the schools under 
 one body of managers . — Section 31. 
 
 A Local Authority may build a school outside their area, for 
 the use of children who live in their area, with the consent of the 
 Board of Education . — Section 35. 
 
 Proceedings may be taken against parents for cruelty to 
 children and the expenses incidental to such proceedings may be 
 paid . — Section 39. 
 
 Arrangements may be made, subject to the approval of the 
 Board of Education, for children who, owing to the remoteness of 
 their homes or other exceptional circumstances, are not able to 
 
8 9 
 
 receive full benefit of education from the ordinary provision, to be 
 boarded and lodged elsewhere in order that the children may 
 receive the benefit of efficient elementary education. — Section 21. 
 
 Day Continuation Schools. 
 
 {a) Duties. 
 
 To establish and maintain Continuation Schools in which 
 suitable courses of study, instruction, and physical training are 
 provided for all young persons resident in the area who are under 
 14 years of age on the appointed day. — Section 3. 
 
 Continuation Schools are to be free and under the control 
 and direction of Local Education Authorities, though 
 not necessarily provided or maintained by them. — 
 Section 3 (1). 
 
 Works Schools are to be recognised and, though not 
 under control and direction of the Local Authority, are 
 to be inspected. — Section 10 (8). 
 
 Young persons will be compelled to attend Continuation 
 Schools not less than seven but not more than eight 
 hours a week, or a total of not less than 280 and not more 
 than 320 hours in a year, until they attain the age of 16 
 years. — Section 10 (1). 
 
 After seven years from the appointed day for this 
 provision the age of compulsory attendance is increased 
 to 18 years. — Section 10 (1). 
 
 The time of attendance must be between eight in the 
 morning and seven in the evening. — Section 10 (7). 
 
 To submit to the Board of Education schemes for the pro- 
 gressive organisation of a system of Continuation Schools and for 
 securing general and regular attendance thereat, # and in preparing 
 such schemes to have regard to the desirability of co-operating 
 with the University. — Section 3 (2). 
 
 To enforce attendance at Continuation Schools in like manner 
 as in cases of failure to attend Elementary Schools. — Section 50. 
 
 The Board of Education may make regulations prescrib- 
 ing the manner and form in which notice requiring a 
 young person to attend a Continuation School shall be 
 given, and generally for carrying into effect the provisions 
 relating to Continuation Schools. — Section 12. 
 
90 
 
 The young person failing to attend Continuation School, 
 his parent, or employer, may be proceeded against, 
 providing any or all of them are at fault. — Sections n 
 (i) and (2), and 16 (1). 
 
 (b) Powers. 
 
 A Local Education Authority may, in the case of a young 
 person who is under obligation to attend a Continuation School 
 require that his employment shall be suspended for a period not 
 exceeding two hours before the commencement of school, in order 
 that he may be in a fit mental and bodily condition to receive full 
 benefit from attendance thereat. — Section 10 (6). 
 
 Employment of Children. 
 
 (a) Duties. 
 
 To safeguard the employment of children as provided by the 
 Employment of Children Act, 1903. — Section 13. 
 
 This duty is transferred from the Watch Committee 
 to the Local Education Authority. 
 
 All employment for gain is prohibited for children under 
 the age of 12 years ; street trading by children under 
 14 years of age is entirely forbidden ; and it is illegal 
 for any child to be employed before six in the morning 
 or after eight in the evening on any day. — Section 13 (1). 
 
 The duty of granting or varying licences permitting children 
 to take part in public entertainments is to be discharged by the 
 Education Authority, and the responsibility for taking proceedings 
 in necessary cases will devolve on the Authority. — Section 13 (2). 
 
 To enforce the provisions of the Act with regard to illegal 
 employment of children in factories, workshops, coal mines, quarries, 
 or metalliferous mines. — Section 14. 
 
 (b) Powers. 
 
 The power to make bye-laws under the Employment of Children 
 Act, 1903, is preserved, and Authorities may make bye-laws pro- 
 hibiting the employment of children altogether or imposing 
 conditions more stringent than the provision outlined in the section, 
 — Section 13 (1). 
 
 The Local Authorities may, if they so desire, and subject to 
 the bye-law being confirmed by the Home Secretary, raise the 
 
9 1 
 
 employment age to 13 or 14 years, and specify the number of hours 
 a child shall be employed, and the times during which such employ- 
 ment may be followed. — Section 13 (1), and Employment of Children 
 Act 1903. 
 
 The Authority may also prohibit children from being employed 
 in certain occupations. — Section 13 (1). 
 
 In cases v^here the School Medical Officer reports that employ- 
 ment of a child is prejudicial to his health or physical development, 
 the Authority may either prohibit such employment or attach such 
 conditions as they think fit, with a view to the protection of the 
 child. — Section 15 (1). 
 
 The Local Authority may require employers and parents to 
 furnish such information with regard to the employment of a child 
 as the Authority may require, and failing compliance therewith 
 such defaulter is liable to a fine of 40s. — Section 15 (2). 
 
 The Local Authority may take proceedings against any person 
 who prevents a child or young person from attending school in 
 accordance with the Education Acts or bye-laws in force in the 
 district where the child resides, or who employs him in contravention 
 of the regulations governing the employment of such children and 
 young persons. — Section 16. 
 
 The Local Authority may assist boys and girls with respect to 
 the choice of employment up to the age of 18 years. — Section 22. 
 
 Health and Medical Inspection. 
 
 (a) Duties. 
 
 To secure adequate and suitable arrangements for attending 
 to the health and physical condition of children in Elementary 
 Schools. — Section 2 (1) (b). 
 
 The duty imposed on Local Authorities by the Education 
 Act of 1907 is extended to children attending Secondary Schools 
 and Continuation Schools, if provided by the Local Authority. — 
 Section 18 (1). 
 
 (b) Powers. 
 
 The Local Authority may, with the approval of the Board 
 of Education, make arrangements to supply or maintain or aid 
 the supply or maintenance of Holiday or School Camps, centres, 
 and equipment for physical training, playing fields, school baths, 
 school swimming baths, and other facilities for social and physical 
 training in the day or evening. — Section 17. 
 
 The provision for medical inspection may be extended to other 
 schools or educational institutions not provided by the Local 
 
92 
 
 Authority, if so requested by or on behalf of the persons having 
 the management of such schools or institutions . — Section 18 (i). 
 
 Special Schools. 
 
 (a) Duties. 
 
 To make arrangements for ascertaining what children in the 
 area are physically defective or epileptic, and to make provision 
 for such physically defective or epileptic children . — Section 20. 
 
 For a period of seven years from the appointed day the 
 duty shall not include a duty to establish certified schools 
 for boarding and lodging physically defective and epileptic 
 children. — Sect. on 52 (3). 
 
 Teaching Staff. 
 
 Powers . 
 
 The Local Authority may aid teachers and students to carry 
 on any investigation for the advancement of learning, or research 
 in or in connection with an educational institution, and with that 
 object may aid educational institutions . — Section 23. 
 
 The appointment of teachers of all secular subjects, not attached 
 to the staff of any particular Public Elementary School, and teachers 
 appointed for the purpose of giving practical instruction, pupil 
 teachers, and student teachers, shall be made by the Local Education 
 Authority, who may direct the managers of such Public Elementary 
 Schools, not provided by them, to make arrangements for the 
 admission of any such teachers to the schools . — Section 29 (1). 
 
 Co-operation with other Authorities. 
 
 The Local Education Authority may enter into such arrange- 
 ments as they think proper for co-operation or combination with 
 any other Local Education Authority, and such arrangements may 
 provide for the appointment of a Joint Committee, or Joint Body 
 of Managers, to whom may be delegated any powers or duties of 
 the Local Education Authorities concerned . — Section 6 (1). 
 
 The Board of Education may, on the application of two or 
 more Authorities having powers under the Education Acts, by 
 scheme provide for the federation of Education Authorities for 
 the purpose of any education administrative function . — Section 6 (2). 
 
 Finance. 
 
 The Board of Education shall, subject to the provisions of 
 this Act, by regulations provide for the payment to Local Education 
 Authorities out of moneys provided by Parliament of annual 
 
93 
 
 substantive grants in aid of education, of such amount and subject 
 to such conditions and limitations as may be prescribed in the 
 regulations, and nothing in any Act of Parliament shall prevent 
 the Board of Education from paying grants to an Authority in 
 respect of any expenditure which the Authority may lawfully 
 incur . — Section 44 (1). 
 
 The total sum paid to a Local Education Authority shall not 
 be less than one-half the net expenditure of the Authority recognised 
 by the Board of Education, and if the total sums payable to the 
 Authority in any year fall short of one-half of that expenditure, 
 a deficiency grant equal to the amount of the deficiency shall be 
 paid, provided it is not so paid as to make good any deductions 
 made from a substantive grant.— Section 44 (2). 
 
 The fee grant, the aid grant, and other present grants for 
 Elementary Education will cease on the appointed day . — Section 
 44 ( 4 )- 
 
 A Local Education Authority may be authorised by the Board 
 of Education to purchase land compulsorily for the purpose of any 
 of their powers or duties under the Education Acts . — Section 34 (1}. 
 
 No fees shall be charged or other charges of any kind made 
 in any Public Elementary School, except as provided by the Educa- 
 tion (Provision of Meals) Act, 1906, and the Local Education 
 Authorities (Medical Treatment) Act, 1909 . — Section 26 (1). 
 
 The power as to the provision of scholarships includes a power 
 to provide allowances for maintenance . — Section 24. 
 
94 
 
 Appendix B 
 
 Private Schools 
 
 SECTION 8 (3), EDUCATION ACT, 1918. 
 
 Return of Private Schools in Leeds. 
 
 Number of Elementary (Private) Schools ... 37 
 
 ,, Commercial „ * ... 8 
 
 45 
 
 Number of Pupils on Roll : — 
 
 (a) Elementary. (b) Commercial. 
 
 Under 5 
 
 years 
 
 of age... 
 
 Boys. 
 
 6 
 
 Girls. 
 
 8 
 
 Boys. 
 
 Girls, 
 
 1 
 
 Over 
 
 5 
 
 3 3 
 
 33 * * * 
 
 116 
 
 120 
 
 2 
 
 — 
 
 , , 
 
 6 
 
 3 3 
 
 3 3 
 
 ... 125 
 
 141 
 
 1 
 
 — 
 
 ,, 
 
 7 
 
 3 3 
 
 3 3 * * * 
 
 108 
 
 135 
 
 1 
 
 1 
 
 3 3 
 
 8 
 
 3 3 
 
 3 3 # * • 
 
 87 
 
 123 
 
 — 
 
 3 
 
 3 3 
 
 9 
 
 ,, 
 
 3 3 * * * 
 
 66 
 
 121 
 
 4 
 
 3 
 
 3 3 
 
 10 
 
 ,, 
 
 3 3 * * * 
 
 43 
 
 113 
 
 6 
 
 4 
 
 33 
 
 11 
 
 3 3 
 
 33 
 
 ... 25 
 
 IOI 
 
 5 
 
 11 
 
 3 3 
 
 12 
 
 3 3 
 
 3 3 * * • 
 
 22 
 
 95 
 
 10 
 
 87 
 
 3 3 
 
 13 
 
 3 3 
 
 3 3 * * * 
 
 9 
 
 56 
 
 59 
 
 245 
 
 3 3 
 
 14 
 
 3 3 
 
 33 
 
 1 
 
 25 
 
 34 
 
 127 
 
 3 3 
 
 i 5 
 
 3 3 
 
 33 
 
 1 
 
 14 
 
 45 
 
 108 
 
 3 3 
 
 16 
 
 3 3 
 
 3 3 * • • 
 
 — 
 
 12 
 
 ... 83 
 
 118 
 
 
 
 
 
 609 1.064 
 1.673 
 
 ... 250 
 
 958 
 
 708 
 
 
 
 Totals. 
 
 
 Boys. 
 
 Girls. 
 
 Elementary 
 
 609 
 
 1,064 
 
 Commercial 
 
 250 
 
 708 
 
 
 859 
 
 ... i,772 
 
 2,631 
 
95 
 
 With regard to inspection as provided by the Act : — 
 
 28 Elementary and 5 Commercial Schools will accept 
 local inspection ; 
 
 4 Elementary and 2 Commercial Schools desire to be 
 inspected by the Board of Education ; 
 
 2 Elementary and 1 Commercial Schools decline to accept 
 any inspection ; 
 
 2 Elementary School proprietors have not yet definitely 
 said what they will do ; and 
 
 1 School, at which Leeds children attend, is just outside 
 the City area. 
 
Chorley < 5 ~- Pickersgill Ltd Printers Leeds 
 
Continuation School for Boys 
 
 C 
 
 First Floor Puan 
 
 
 
Continuation School for Girls 
 
 C2 
 
 First F\.ooa Puan 
 
 
 
CfcMftAL H&DICAL Clinic 
 
 D 
 
Students’ 
 
 Entrance 
 
 'CMS , Cb 
 
 >Ak Room, 
 
 t— r 
 
 r* 
 
 Etc. 
 
 
 1 
 
 1 
 
 1 
 
 
 TTTTTTTlT^ 
 
 r-y™, 
 
 i 
 i 
 i 
 I 
 
 Lar^c 
 
 i 
 
 Subp 
 
 i 
 
 t -A- J 
 
 Li .V <wNC,V .C' |. 
 
 Open 
 Area 
 
 r 
 
 vr 
 
 2 
 
 r 
 
 z 
 
 • Delivery 
 
 L k v ahd^c’:. 
 
 17. 
 
 nnmnE 
 
 Students’ 
 
 Entrance 
 
 
 Education Dept., 
 Leeds. March 1919. 
 
Students’ 
 
 Entrance 
 
 Leeds. March I9t9. 
 
Three Stopies 
 
 Central Technical School 
 
 z 
 
 IT 
 
 ai 
 
 E 
 
 z 
 
 Main Entrance 
 
 Students ’ 
 Entrance 
 
 Two Stqbies in 
 
 Hei q M T 
 
 Students’ 
 
 Entrance 
 
 Students’ 
 
 Entrance 
 
 Two Stories in HEiqHT 
 
 Students’ 
 
 Entrance 
 
 ■\rnmi 
 
 w i I i i r 
 
 Education Dept., 
 Leeds March 1919.