English Local Government of To-Day; A Study of the Relations of Central and Local Government
This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1897 edition. Excerpt: ...Infant schools received less. A storm of objections followed the announcement of the Revised Code and compelled its modification in some respects, but the fundamental idea was not sacrificed. The radical elements rejected it because it did not provide for a national system. The conservatives opposed it as a breach of contract, a sudden departure from the past. But as no course of action could be agreed upon, the Department triumphed and continued to increase its control and supervision over private interests. The most noticeable and readily apparent effect of the Revised Code was the decline of the Parliamentary grant from 813,441 in 1861 to. 636,806 in 1865.1 It may partially be accounted for by the reduction in building grants and the discontinuance of the grants for books and apparatus, but by far the greater portion was due to the operation of the Code. Mr. Lowe, then Vice-President of the Committee on Education, declared: "If the system is costly, it shall be efficient; if inefficient, it shall be cheap,"2 and this declaration was followed. That there were defects in the Code, hardly needs to be stated, and from year to year minutes were passed mak.: fjfg alterations, but no important changes were made prior to the Act of 1870. If the examinations tended to becoifae too mechanical, the method of inspection was varied When education became confined to those topics upon vyhicb. the/ S. P., 1888, Vol. 35, p. 18. Sharpless, English Education, p. 13. Mr. Lowe's speech, x& repotted in Hansard's Debates, covers over 50 pages. Vol. 165, pp. 191 etsea. scholars were examined, the list of studies was increased, and the questions extended to embrace a wider field. But at no time was government inspection surrendered or the...
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