TABLE 18.-Number of children enrolled in school in the various countries of Europe and America, etc.-Continued.

NOTE. The numbers for sections of the United States do not include all who are included in the sum total of the United States, hence the apparent discrepancy.

CHAPTER III.

DETAILED VIEW OF THE EDUCATIONAL SYSTEM OF ENGLAND.

TOPICAL OUTLINE.-Political Description of England-Educational System Compared with that of the United States-Limitations of the Expression Educational System as Applied to England-Salient Characteristics of Provision for Secondary and Superior— Summary of Educational Statistics.-System of Elementary Education: (I.) Relation of the State to; (II.) Schools, How Established; (III.) Statistics—(IV.) Administration and Supervision : (1) Central; (2) Local—(V.) The Teaching Force: (1) Classification and Qualification and Minimum Staff; (2) Appointments, Salaries, and Pensions, and Composition of Present Force; (3) Training of; (4) Demand vs. Supply of Trained Teachers—(VI.) Subjects of Instruction: (1) Obligatory; (2) Optional; (3) Work of Current Year as Shown by Examinations—(VII.) Conduct of Studies and Discipline: (1) Intellectual Tone of the School ; (2) Moral Quality; (3) Methods of Instruction; (4) (5) Corporal Punishment—(VIII.) Organization of Schools: (1) Local Freedom; (2) Essential Characteristics of Elementary Schools; (3) Board vs. Voluntary Schools; (4) Infant Classes and Schools; (5) Night Schools; (6) Size and Grading of Elementary Day Schools; (7) School Buildings and Premises; (8) Variable Characteristics (Coeducation, Attendance and Length of Session, Compulsory School Age); (9) The Annual Grant, Effects of, Mode of Distribution—(IX.) Training Colleges: (1) How Established; (2) Governmental Requirements; (3) Course of Study; (4) Conduct of; (5) Grant to; (6) Statistics-Recapitulation of Chief Characteristics of the System: Schools for Special Classes; Auxiliary Institution's; Chronological Table.

INTRODUCTORY STATEMENT.

Area-Population-Civil Divisions.-Great Britain, constitutional monarchy; area (England, Scotland, Wales, and Ireland) 121,186 square miles; population (census 1SS1), 31,884,848. England and Wales, 58,186 square miles; population (census of 1881), 25,974,439; estimated population, 1889, 29,015,613.

The civil divisions of England are various and complicated. The 40 English and 12 Welsh counties are divided into 14,946 poor law or civil parishes, i. e., districts in each of which a separate poor rate may be levied; but the same ground is covered by about 13,000 ecclesiastical parishes, and again by 14,777 highway parishes; nor is this enumera tion exhaustive. These divisions have been made at different times aud for various purposes, without any regard to previous boundaries. Moreover, the units of a division may be combined; thus for purposes of poor law administration the civil parishes are formed into 649 unions, 25 of which are single parish unions. It is desirable to have this fact For enumeration of divisions, see Government Year Book, p. 65.

in mind on account of the relation of parishes and unions to school boards. Thus in 1889 there were in England and Wales, besides the London board, 162 municipal boards and 2,111 boards including 2,983 parishes. Boards of the last class comprised in some cases a single parish, and in other cases parish unions.

EDUCATIONAL SYSTEM OF ENGLAND.

The conditions under which education is fostered in England are in many respects similar to those characteristic of the United States. In neither country are the different departments of education welded into a system as they are in France, and as are secondary and superior instruction in Germany. The words "secondary" and "superior" are indeed not terms of precision in the English-speaking countries, and in Great Britain are not so generally used as the specific expressions, university, college, and school. The universities and colleges of England, under their acts of incorporation and subsequent acts, have control over their own affairs, being subject to government only in respect to the fulfillment of their charter obligations.

From this independence there results a diversity of institutions and an individuality in each, greater even than are noticeable in our own country. In England, also, as in the United States, technical and industrial training are matters of recent interest, deriving their support chiefly from municipal and private sources. Finally, in both countries there is a distinct and very positive recognition of public responsibility with respect to elementary education.

In their practical operations, however, the scholastic institutions of England differ widely from those of the United States.

Until a very recent period superior education was the privilege of a select class; secondary education is much less widely diffused than in our own country, indeed is scarcely within the reach of the common people, while in its present stage the elementary system resembles that of our own country in little save the recognition of public responsibility in the matter.

In the absence of organic union between the higher grades of institutions in England, the expression "educational system," as there used, is understood to mean the system of elementary schools. Before entering upon the detailed consideration of the system, taking the word in its limited sense, it is desirable to note the salient characteristics of the provision for secondary and superior education.

UNIVERSITIES AND DETACHED COLLEGES.

Omitting London University, which is an examining body, there are in England four universities, Oxford, Cambridge, Durham, and Victoria, and about fourteen independent or "detached" colleges, as they are called, to distinguish them from colleges included in the university

foundations. Each of these institutions is a law to itself within its charter limits in respect to studies, discipline, the composition of the teaching force, and internal administration.

The universities receive annual grants from the Crown or by vote of Parliament for specific purposes. For example, Oxford has about $5,000 applied to the payment of public professors (Report of Oxford University Commission, 1852, p. 127); but these grants are an insignificant item in the total income.

The budget for 1888-89 contained, for the first time, a small appropriation ($264,550) to provincial colleges. The main support of all these institutions is derived from the income of their endowments and from tuition fees.

According to the report of the universities commission (1872) the total income of Oxford and Cambridge universities, including all their colleges, in 1871, was £754,405 58. 14d., or about $3,770,000. Of this amount, 81 per cent. was included under the head of external income, that is, income from properties.

Professional schools of theology are included in the older universities, and endeavors are made also to attract to them professional students in law and medicine. Cambridge has been particularly active in furnishing the scientific equipment necessary for a strong medical course. Professional education is, however, pursued mostly outside of the universities. The principal medical schools of the country are found in the cities, being maintained in connection with the great hospitals. London, it need hardly be said, is the chief seat of this work. According to the present system of medical licenses established by the medical act of 1858, the universities, and certain medical corporations, in all nineteen bodies, are recognized as the licensing authorities. Every person holding a license, diploma, or degree from one of these licensing authorities, is thereby entitled to have his name entered upon the Medical Register which was instituted by the act, and declared to be an exhaustive list of the medical practitioners known to the English law.

The Inns of Court," often characterized as a great "university of law," exercise a controlling influence over preparation for, and admis sion to the legal profession.

AGENCIES FOR SCIENCE, TECHNICAL, AND ART INSTRUCTION.

Through the Science and Art Department the Government gives support to scientific, technical, and art training. This work is also promoted by many institutions founded by individuals, by manufacturing companies, by public subscriptions, and by the great trade guilds. Most prominent in this respect among the guilds is the "City Livery Companies," which, in 1879, established "The City and Guilds of London Institute" for the purpose of fostering technical instruction in the metropolis and in provincial manufacturing towns. London has naturally been the chief field for the operations of the institute, but several

other cities, notably Manchester, Birmingham, Sheffield, and Bradford, have also become great centers of technical training through the combined action of this and the various other agencies mentioned. Underthe general head of technical instruction may be included also the Royal Naval College at Greenwich, the Royal Military Academy at Woolwich, and the Royal Military College at Sandhurst.

SECONDARY SCHOOLS.

Secondary education is the province of three classes of schools-endowed, proprietary, and private. This classification has respect to their social rather than their educational relations. Pupils enter at about 7 years of age, and coutinue until 14, 16, or 18 years of age.

The endowed schools, like the universities, derive their income from property and fees. It has been recently estimated that the yearly income from educational endowments in England, universities and schools included, is about $10,000,000.

The endowed schools include the nine great public schools,' which are attended almost exclusively by the sons of the nobility and the wealthier middle classes. In 1868 the aggregate income of the nine schools was $325,000. There are also above 800 endowed grammar schools whose aggregate income amounted in 1865 to $1,385,000. The number of endowed schools of all classes is above 4,000.

Although many of the endowments were intended by their founders for the benefit of the poor, they have been very generally diverted from that purpose, and the institutions which they maintain, like the proprietary and private schools, minister to those who can afford to pay for the instruction of their children. Hence the expression "middle class," so commonly applied to the schools which carry instruction beyond the elements. The endowed schools act of 1869 constituted a commission for the reorganization of endowed schools chiefly with a view to extending their benefits.

The proprietary schools are the property of individuals, companies, or corporations; private schools are the property of the masters or mistresses who conduct them. The list of agencies for secondary instruction includes also "ladies' colleges," most of which, like the seminaries for young women in our own country, combine, in some measure, secondary and superior courses.

No recent reliable statistics of these several classes of secondary schools have been collected.

Eton, Winchester, Westminster, St. Paul's School, Merchant Taylor's School, Charter House, Harrow, Rugby, and Shrewsbury.

ED 89-6