Social Transformations of the Victorian Age: A Survey of Court and Country

No fundamental change took place till the Education Act of 1870, always associated as that will be with the name of W. E. Forster. Dealt with as to its provisions, its working and its results, in elaborate detail in the author’s preceding work, England, the Measure now rather more than a quarter of a century old will here be summarized sufficiently by reminding the reader that this legislation empowered the election of School Boards throughout the Kingdom, but maintained the system of voluntary subscriptions, and only compelled the institution of School Boards where voluntary effort had failed, and in the Time Table Conscience Clause provided a security for individual liberty. Mr Mundella’s Act of 1880 made education absolutely compulsory throughout England and Wales, whereas before then the power of compulsion was left to the local authorities. In all State-aided schools, religion was to be taught either at the beginning or end of school hours, so that, without disturbance to the general curriculum individual children could be withdrawn from the sacred lesson at their parents’ will, without incurring any disability on that account. These provisions met with the usual fate of legislative compromises. They deeply offended many sections. They entirely pleased none. The battle between religious and irreligious training, between what have been called the National and the Denominational systems was not decided in 1870. It has been fought over again more than once since then. It remains unsettled to this day.

During the whole of that decade, the Education Acts were supplemented with detailed legislation of a consolidating or modifying kind. No organic change took place till in 1891, the Government of Lord Salisbury adopted the first of the three Fs, long since propounded by Mr Chamberlain, and by abolishing the School pence which scarcely repaid the trouble of their collection, made elementary education as free to all children in the land, as by the law of 1870 it had practically become compulsory. The proposal to free the schools was not universally popular with the party to whose lot it fell to execute that policy. So, notwithstanding its exclusive traditions, that party had, under Mr Disraeli a quarter of a century earlier by its Household Suffrage Bill, recognized and established the English democracy. The plea on which those who had begun by resisting free schools finally accepted them was the expediency of accepting the inevitable first, and secondly the practical wisdom of obtaining credit for Conservatism by doing well and wisely that which at some future time the opposite party would have ingratiated themselves with the masses by doing badly. The results of free education were speedily visible in the increase of the children educated throughout the land. The increase of children in schools during the five years preceding the Free Education Act of 1891 had been 269,903. During the quinquennial period after the Act the increase was 421,860, or, in round numbers, just double. The first rung in the educational ladder for the benefit of all classes of the Kingdom had been fixed firmly by the Act of 1870. It was not, nor was ever, regarded by its authors as a complete Measure. It provided no regular system of higher grade schools intermediary between the most elementary teaching, and the more liberal culture of the grammar schools. The only supplement that it received from the Government under which it had become law was the Endowed Schools Act of 1874 for re-arranging the funds and remodelling the curricula in secondary endowed schools throughout the country. Private effort and local enterprise usefully came in where Mr Foster’s Education Act had stopped short. In various parts of England, and especially in the great northern counties of Lancashire, Durham and York, School Boards, fortunate enough to possess controlling spirits of exceptional enlightenment, exercised their legal power to establish schools of a higher kind specially for the teaching of science or art, and generally for the tincture of the youthful mind with a more generous training. Such schools received additional grants from the Science and Art Department at South Kensington.

In this way the 1870 Act at once partially enabled the child of the poorest parents to mount through the elementary schools, to the secondary schools of the Kingdom and thence to those seats of learning at which the picked youth of the country enjoy the choicest opportunities of mental culture, or are qualified for the highest posts in after life to which English ambition can aspire. The problem now to be solved, which is in actual process of solution and of which a few years more may probably dispose, is the completion of the national ladder of learning by a more thorough organization of the agencies for advanced knowledge throughout the country, and for the passage of the pupil from schools of the lowest, to schools of the higher grade. Just as, during recent years of the present reign, successive Reform Bills have increasingly nationalized the legislative Chambers at Westminster; so the tendency and the result of the transformations undergone by the great public schools and by the Universities, that they feed, is to draw more closely together the bonds uniting these institutions with the nation as a whole, to widen their curriculum, to infuse a popular element into their governing bodies, and to make them not merely the instructors, but the representatives of the intellectual interest of the land. By remodelling the governing bodies of Eton, Winchester and Harrow, the Public Schools Act of 1868 appreciably quickened and deepened the sense of public responsibility inherent in these corporations. Nearly thirty years’ experience of the Endowed Schools Act justifies the statement that the work accomplished for the grammar schools of the country is analogous to the results which the earlier legislation has yielded in the case of the more famous seats of youthful study.35 A wholesome spirit of competition now animates the governors of these old if often still obscure endowments,36 and daily causes fresh usefulness to be extracted from money resources, long suffered to remain idle. Later legislation, whose general aspects have already received attention in these pages, has conspired to deepen the sense of obligation, and to stimulate to efforts, most salutary for the taught, alike the governors of and the teachers in the schools.

Shortly after the Local Government Act of 1888 was passed, important functions, educational and financial, were given to the new County Councils. The grammar schools were quick to perceive a new opportunity. In 1889, thirteen representatives of the Councils, in some cases at the instance of their older colleagues, received seats on the governing bodies of the Secondary Schools. The corporations thus reformed have already begun vigorously to deal with an abuse inveterate in their smaller schools. Where the value of the endowment, from charges on the property of which it consists or from a fall in the value of land, has fluctuated the governors have been in the habit of farming out the school to the headmaster. They have, that is, assigned to him the income of the trust, and such fees as he can charge. In return, the pedagogue takes upon himself the charges of working the school, and of the teaching of a fixed number of free boys. The tendency of this arrangement is, of course, to repeat in the present day the experiences of Do-the-boys Hall under Mr Squeers in Nicholas Nickleby. The headmaster has upon him the burden not only of his educational work, but of the solvency of his daily business. His own stipend is too small to admit of his paying competent assistants. He becomes a pensioner on the caprice of well-to-do parents, and the instrument of their not generally very enterprising will, or of their too enlightened pleasure. The only chance for the small secondary schools thus circumstanced is their rescue by some of the more public-spirited and opulent of the governors. But this relief is forthcoming so rarely that the Commissioners generally recommend the closing of all schools existing under these conditions and the application of their endowments to purposes less obviously foredoomed to failure. Other instances of the waste of existing resources for secondary education are even more frequent and not less serious. Grammar schools of competent calibre are often geographically crowded so close together as to obstruct and paralyse their mutual efforts. Thus in South Devon there is at Chudleigh a grammar school of considerable repute. Within a radius of sixteen miles, e. g. at Ashburton, Totnes, and Bovey Tracey, there are similar schools capable of good work, but lacking a population of parents and children to fill their empty benches. A like experience has often occurred in the case of establishments which, not being endowed grammar schools have not come under the notice of the Commissioners. Bath, for instance, has long possessed more educational opportunities than most other cities in the West of England. The oldest of her proprietary colleges, that in the district known as ‘Grosvenor,’ to some extent became merged in the less ancient Sydney College. That in due time produced a successful offshoot, the Somerset College. These two latter institutions during some time were healthily stimulated by mutual competition. At last the rivalry became profitable only to the prestige and numbers of the secondary schools that, managed on the same principles, had come into existence first at Cheltenham, then afterwards on the Clifton downs, near Bristol. In 1885,37 the Somerset and Sydney Colleges were amalgamated under a single headmastership by the title of the Bath College. This to-day is doing an excellent work. But it is the North and East of England where by the needless reduplication or ill-advised contiguity of schools of the same grade the most flagrant breaches are committed against the first laws of educational economy. Thus, in the West Riding, the grammar school of Ossett has a fair endowment but practically no scholars. Again, Walsingham in Norfolk, with less than 1,000 inhabitants, possesses a substantially endowed school, the boys attending which had decreased from 32 in 1884 to 11 in 1894. Not far off at Ipswich, Norwich, and Bury St Edmunds, are establishments of historic fame, and of present competence. As an alternative to the continued waste of such opportunities, and to promote the local completion of the educational ladder indicated in the beginning of this chapter, the Commissioners suggest that the Walsingham school should be transferred bodily to Fakenham, a prosperous and not distant town, or that the Walsingham funds should be converted into scholarships and exhibitions to be held at other places of education within the County. There are other small grammar schools which, while just paying their way, have evidently no considerable career before them. Here the spirit of commercial impatience is apt to suggest the conversion of these places of teaching into elementary schools of the better sort. But the places now spoken of often have honourable traditions, and resemble families that, through no fault of their members, have, by misfortune, come down in the world. Local patriotism dwells fondly on the creditable past of such institutions, and would be wounded by their irrecoverable degradation. Surely, therefore, these schools might have the chance of retrieving their position. That, in effect, is what the Commissioners say. Assign to the decayed grammar schools their exact place in a reorganized system of secondary education. On condition of their adapting themselves to the place thus appointed to them, assist them out of the public funds to regain full effectiveness, and, together with that, to renew their past prosperity.

Within the last few years an illustrious proof has been given that a great school is not necessarily so sensitive a plant as to depend for its life-blood and vigour on the essential qualities of the soil wherein its founders first fixed its roots. ‘The Grey Friars’ of Thackeray’s novels, the Charter House school, which, in R. C. Jebb, now Professor of Greek in, as well as M.P. for, Cambridge University, has produced probably the first scholar of the latter half of this century, has been removed recently to the great advantage of the physical health and literary industry of its scholars from its ancient home in London city to the rural neighbourhood of Godalming town. A precedent for the same policy in less famous instances, exists. At Hewsworth, in the West Riding, Archbishop Holgate’s grammar school has been closed from lack of pupils. Its endowment was merged in that of the grammar school at Barnsley, a town of some 36,000 inhabitants, midway between Sheffield and Wakefield. Within half a dozen years, the Barnsley school, thus reinforced, had achieved prosperity, and had adopted the chief recommendations for effective teaching made by the Commissioners. One thing is at least clear. If liberal education, the process, that is, of the development of the whole intellectual nature, without immediate reference to the supply of material needs, is not to become a mere tradition; if, in other words, literary culture be worth preserving as an instrument for training the mind, the cry for merging the grammar schools in agencies of specialist and technical teaching must not be adopted without consideration. The highest experts in this matter agree that the scientific and technical instruction, which is visibly a paying investment, runs in these days no risk of neglect, but that there does exist a danger of the first aims and the true methods of intellectual training being ignored. Even thus, fairly equipped as England is with the machinery for secondary teaching of the scientific sort; still better furnished as she might be with a more economical administration of existing resources, fresh provision must be made on a liberal scale before the national appliances are complete. The Commissioners have estimated in those counties to which they have paid special attention the number of boys or girls educated at secondary schools at 21,878 or 2·5 per 1,000 of the population. As might be expected, the local inequalities revealed by this analysis are very great. Thus, in Bedford, because of the great Harpur endowments of that small county, the proportion per 1,000 is 13·5. In Lancashire the population has altogether out-grown the secondary endowments available: the proportion per 1,000 is only 11. In Yorkshire it is only 2·1. In Warwickshire, notwithstanding the splendid foundations of Edward VI. at Birmingham, and the wealthy and famous schools of Warwick and Coventry the proportion remains as low as 5·2.

While these aspects of latter day education are being considered, the honourable connection of the new Local Government bodies with schools must not be ignored. Liverpool, like South Lancashire generally, is not ill supplied with agencies for secondary or technical instruction. The means of the capital and of the county would both be inadequate but for the very liberal contributions made by the County and City Councils to the schools owned by religious and secular proprietors for boys and girls. The companies thus spoken of are enabled by the Councils to carry on more than one particular school at a loss, even though the deficiency be not made good by the profit on other schools of the group. In view of the fact stated above that a great educational pioneer of this century, Joseph Lancaster, was a Quaker, it is interesting to know that the most recent Education Commission selects for special compliment the Ackworth Friends School, open to members of the Society from all parts of the world, in the West Riding of Yorkshire. The more searchingly the enquiry is made, the more distinctly there emerges the fact that private venture schools created by voluntary effort, conducted by individual enterprise, render the most effective service to secondary education. These institutions open their doors for public examination. They cannot, therefore, be unworthy of State help. Their headmasters and their chief assistants generally are University graduates, and were often trained at one of the older public schools. A fresh rung in the ladder of educational ascent will have been made when these schools, 30 per cent. of whose teachers are University graduates, receive official registration as well as whatever material assistance State recognition can confer. State organization of national teaching primary or secondary by means of official examination and by grants of money proportioned to the proficiency established by these ordeals, is, as we have seen, and as it must always be remembered, not more than half a century old, and in a national sense, scarcely therefore passed beyond its infancy. The progress indicated in the preceding remarks justifies the expectation that before very long the edifice will be crowned with a completeness worthy of the strength with which the foundations have been laid, and more than one storey of the fabric has been already reared.

Other agencies now fairly at work in this enterprise remain to be mentioned. Before the Universities had sent their resident representatives to the East End of London, and to the slums of other great cities, they had actively identified themselves with the encouragement and the testing of secondary teaching throughout the land. The Oxford and Cambridge middle class examinations began to be held during the early sixties in the chief towns of provincial England. Very soon afterwards, there were organized successively the Higher Schools Examination Board, conducted by the two Universities, and the University Extension Lectures which presently will be examined here with some detail.

But by this time the fresh appliances for elementary and secondary education, both directly or indirectly growing out of the legislation of 1870, had changed the physical, not less than the intellectual, aspect of the whole country. In the city as in the suburbs, in the provinces not less than in the metropolis, the whole landscape was thickly dotted with new piles of buildings, in all cases constructed with marked regard to convenience and health, substantial always, in some cases really handsome. These were the new Board Schools, some for the most elementary instruction of the rising generation, some for higher grade teaching, or for imparting to older children the rudiments of scientific and technical knowledge. In the former case the buildings were surrounded with gravel playgrounds, furnished with swings, parallel bars, and other gymnastic appliances, all used under the direction of an expert teacher, who alternately with the drill sergeant came on duty during play hours. The structures annexed to the actual class-rooms of more advanced pupils were furnished within as laboratories and work rooms. Here the pupils were apprenticed to the initial duties of the chemist, the gasfitter, the electrician, or of any other vocation they were destined in after life to follow. One result of this new start in the State schools was the stimulus of a competition that produced a perceptible increase of efficiency in the private schools not necessarily identified with any religious denominations. These private schools still exist; and by the greater elasticity of their system, and special opportunity of encouraging individual originality in the learners they are the salutary and indispensable adjuncts of the State institutions. The generally superannuated and often inefficient dominie, alternating between slumber over the text book from which he was supposed to teach, and unprovoked aggressions with his cane upon the knuckles or any other available part of the persons of his nearest pupils, is now replaced by a master in the prime of life and energy, who, if not a graduate in a University, has the certificate from one of the many examining bodies which attest his fitness for the place. Almost imperceptibly to-day, the elementary school matures into the secondary school. Nor is the development always indicated by a change of name, for higher grade elementary schools, to employ their official title, in which, after all his Standards have been passed, the Board School boy, between 15 and 17 years old is placed, are in effect not less of secondary schools in their way than Cheltenham or Westminster. Controlled indeed by the School Boards, they prepare their pupils for matriculation at the London or other Universities, or for entrance upon professional life. Thus, in 1894, exclusive of the capital, the English School Boards controlled no fewer than sixty establishments of this higher type. Of that number thirty-nine were organized science schools. The fabric of the buildings had been provided out of the rates. The cost of the superior teaching was defrayed by private munificence, or by the State grants conferred by the Science and Art Department which, in South Kensington began as, and still is, a portion of the Department in Whitehall. The number of boys and girls, according to the latest statistics, educated in these superior Board Schools is 4,606 boys, 2,023 girls. Outside London, the great majority of the institutions now spoken of are in the Northern, the Midland and the Eastern counties. Advantage to all concerned might be expected to accrue could these higher Board Schools be managed, if not in active concert, yet with the practical approval, and pecuniary encouragement, of the County Councils. When, therefore, by the withdrawn Bill of 1896, it was proposed to invest County Councils with educational powers, but not, save in rural districts, to displace School Boards, the new duties contemplated for those Councils were not those for which they entirely lacked preparation. In addition to all this, the great City Guilds, notably the Drapers, Grocers, and Goldsmiths provide for secondary teaching not only in London, but wherever their property lies, a machinery of proved effectiveness. The more recent Intermediate Education Act fills in Wales the interval between the schoolroom and the workroom; its precedent is sure to be followed elsewhere. The means, therefore, of technical training accessible to the very humblest classes of the community, cannot be described as inadequate. While the tendency thus is for places of secondary teaching to become training grounds for special, technical, or professional instruction, it is satisfactory that Oxford and Cambridge should hold before the eyes of the country the standard of the more general culture which is identical with real education, and should bring to the very doors of the humblest homes throughout the country the effective and inexpensive agencies for securing this teaching.

CHAPTER XII

THE LADDER OF EDUCATION

Mr Lowe’s advice thirty years ago now fairly fulfilled. Individual influence co-operating with the State reforms the true secret of recent educational advance. Animating effect felt throughout the country of Benjamin Jowett’s educational example at Oxford. The practical and concrete test of the helpfulness of the educational ladder to the entire community applied in detail. Instances of Board School boys, and of sons of day labourers who have risen to distinction with the help of the new educational agencies. Experiences of the Clerk of the London School Board and others. Missing rungs still to be supplied to the ladder by reorganization or slight enlargement of existing resources. Need of reorganizing the teaching profession by new local and central councils. Dangers besetting the present movement illustrated.

The theory, and, in outline, the practice, of the educational reforms reserved for the most recent years of the present reign have now been explained with as much fulness as the scheme of this work permits. It remains concretely, if of necessity briefly, to answer the question: What actually has been done? No Blue Books, or other educational statistics are necessary to convince one of the reality and magnitude of the enterprise already accomplished. ‘Let us educate our masters,’ was the advice of Mr Lowe when, in the House of Commons, he bewailed so brilliantly and bitterly the era of the new democracy begun by the legislation of 1867-8. The advice has been followed. A new generation has sprung up, which is demonstrably better educated and more humanized than any of its predecessors. The diminution of pauperism and crime; the gradual disappearance from London and from other great towns of the uncontrollably rough element among the street observers of public holidays; the growing competition among the industrial classes of museums or picture galleries with drinking bars on Sundays and on popular feasts; these are the more superficial signs of the progress already made and still going forward. Intelligent foreigners,38 the very men who are said to anticipate the judgments of posterity, declare that within the last twenty years the physiognomical type of the London street loungers and loafers has visibly improved; that the look of the vulture which was habitual on faces pinched by hunger, and puffy or pallid with debauchery, is no longer the dominating expression of feature; that the rapacious arabs of the pavement who were formerly ready to devour the new comer outside Charing Cross or Victoria railway stations, where they have not disappeared, have become orderly, intelligent, and not altogether the reverse of polite. It requires perhaps an Englishman to appreciate at their true worth, the more delicate gradations of this improvement as it is illustrated elsewhere. Go into the pit or gallery of a London theatre, on the Surrey side or in Hoxton. In look, in manner, and in the kind of conversation between the acts, the play-goers have changed. If there were ever any danger of an orange or ginger-beer bottle descending from the gallery to the pit, the peril is now obsolete. Should the situation be Shoreditch or the City Road, the strains of the orchestra intermittently may be accompanied by voices joining in the chorus with original variations. But the melodies, however irregular, only express an honest holiday enthusiasm. Schools elementary, whether of the first or second grade, secondary, technical or scientific, explain much of this new improvement in the facial characteristics and at all public places in the general deportment of the humblest of Her Majesty’s subjects. But they do not account for the entire change. Something like twenty years ago, when a work named England was in preparation its author by personal inspection of the localities mentioned, ascertained that the latest reports on the truck system as in some parts of Staffordshire it continued to exist, and of the agricultural gangs in more northern counties, faithfully depicted the social condition of great masses of the mining and rural population. The same local examination to-day presents a cheering contrast to the writer’s earlier and depressing experiences. In every town and village of the United Kingdom it is now easier than was ever known before for the very poorest to live in a cleanly, a godly, sometimes even in a comfortable fashion. All the necessaries, most of the superfluities, of existence are to-day unprecedentedly cheap. Wages have risen all round, till a pound a week has become the normal pay of unskilled adult labour in the town, and about twelve shillings in the country. Some conspicuous evils in our industrial system have indeed yet to be removed. The fines and deductions39 to which, often without just cause, the earnings of factory hands are subjected, have been denounced with just severity, though in moderate language, on platforms and in print, by Sir Charles Dilke. On this side of the Millennium finality in social legislation will prove, it is to be feared, not less difficult than in political matters Lord John Russell found, to his disappointment, was the case. The advance of civilization itself creates new social conditions which call in their turn for periodical legislation. Till the resources of all classes are equalized, there must be some who cannot protect themselves, on whose behalf the legislature must interpose.