Such was the course which, originally designed for evening students, was gradually gaining favour in day-schools. A child who passed beyond the standards must still earn money for his school, and this could only be done by means of these South Kensington grants. Hence the wide diffusion of the Organised Science School, in spite of its too early specialisation, and the undue stress laid on grant-earning.
This arrangement marked the triumph of red-tape and apotheosis of the examination system. The narrowness of the curriculum made it unsuitable for many boys, and almost all girls. As attempts were made to adopt it more generally for the sake of the grant, condemnation became frequent. The obligatory fifteen hours’ Science were complained of; in 1895 new regulations reduced them to thirteen, and introduced a general viva voce inspection, which was to take cognisance of literary subjects as well. Grants are still given only for Science and Art, but the other side is not wholly neglected. Ten hours must nominally be given to literary subjects, though this is held to include manual instruction for boys and cookery or needlework for girls. Less stress is laid on examination. In the elementary course, payments are made wholly on the results of inspection, and in the advanced course partly on inspection and partly on examination. The arrangements are extremely complicated, but they amount to—(1) an attendance grant on all students who have attended a minimum number of times; (2) a variable grant on each student; (3) grants for practical work; (4) payments on examination results in the case of advanced students of Science and Art; (5) payments for manual instruction, cookery, needlework, etc. Such are the means of financing a Science School (the term now adopted), and schools of this description are often found serving the purpose of continuation departments to elementary schools. Since 1897 examinations have also been held in the day-time.
A higher grade school which systematically organises its upper department is divided into upper and lower school, the former under the cognisance of South Kensington, and the latter of the Education Department. A four years’ course in the upper school usually leads to matriculation. But although they are in a sense two distinct schools, they fit into each other as the primary and grammar schools do in America. The methods are the same in both, the organisation similar, and children pass from one to the other without that breach of continuity which makes the transition from the elementary to the high school so sudden, and often so unprofitable. It is this continuity which conduces so largely to the success of the higher grade schools, and accounts for the extraordinary rapidity of their growth. As many as seven or eight hundred pupils have been known to enter one of these schools on the opening day; three hundred of these had free places, the rest paid small fees.
There are at present in England 169 Schools of Science, with an attendance of 20,879. What proportion of these are girls it is impossible to ascertain. A large proportion of these science departments are in higher grade schools. Although a higher grade school is not necessarily a science school, while science schools are sometimes found as departments of grammar schools or other institutions, the two are found in such frequent combination that the terms Higher Grade and Science School are not infrequently used as synonymous.
Of these schools the best known is probably the one at Leeds so ably directed by Dr. Forsyth. It is established in a huge block of buildings, and has two divisions—one for boys and one for girls—with a central double staircase opening into long corridors, separated from class-rooms by glass partitions. Its class-rooms are large and airy; it is admirably equipped with apparatus, etc., and has a good playground for the boys, though the girls are restricted to the use of the roof. With its chemical laboratory for 120 students, its physical laboratory, large lecture-room, workshop, gymnasium, etc., its large staff, and 1800 pupils, of whom about half are in or over Standard VII., it testifies with all the eloquence of material fact to the vigorous development of this new educational force. The nature of the work done in these propitious surroundings is best described in the Principal’s own words:—‘On a basis of elementary education it is intended to superadd a system of higher education which, at a moderate charge, will train pupils for industrial, manufacturing, and professional pursuits. This system of instruction will have its beginnings in the elementary school, but will be practically carried out in a three years’ course beyond the standards. It will embrace such courses as:—
1. The Classical (or Professional), in which Latin, Mathematics, Science, and Drawing form the chief subjects.
2. The Modern (or Mercantile), in which French or German, Commercial Geography, Mathematics, Science, and Drawing will receive most attention.
3. The Scientific (or Technical), in which Mathematics, Science, and Drawing form the leading subjects.
A school of this size can, of course, be broken up into a number of separate departments, since these numbers would, in any case, necessitate parallel classes, and the work of the upper school is greatly facilitated by carrying down such subjects as Latin, French, and Elementary Science as low as the fifth standard. This school takes pupils from the second standard. The fee throughout is 9d. a week. It contains a very important Organised Science department, but this only represents part of the work of the school. The curriculum of the girls differs but slightly from that of the boys. They take cookery and similar subjects instead of manual instruction, and calisthenics instead of gymnastics. At one time they were allowed to substitute botany for some of the mathematics, apparently with excellent results.
Similar schools, though not quite so large, are in existence at Manchester, Cardiff, Gateshead, etc.—in fact, almost every large town in England now has, at least, one school of this kind. At Leeds boys and girls are separated in the standards, but work together in the upper school, where the proportion of girls is very small. At Cardiff the two schools are distinct and under different heads, but the highest (matriculation) class is mixed. The plan of putting boys and girls together under the headmaster in the upper school appears to be gaining ground. This seems a mistake, since in schools of this kind the needs of boys and girls are of necessity very different. As far as boys are concerned, the continuation school of the working classes is bound, in fulfilment of its twofold function, ‘to carry on education beyond the elementary stage without breach of continuity, and to fit children for their future occupation’; to lay the chief stress on science, mechanical drawing, and similar subjects, which may help the future artisan to take a higher place in his trade. For girls the position is different. In fact, science schools were never meant for them, but they gradually gained admittance for want of a corresponding school of their own. Some persons think it a good course for intending teachers; for the general run of girls it cannot be considered suitable. The most crying need for them just now seems complete separation from the boys’ department, and some other scheme than that of science examinations for purposes of financing. A girls’ continuation school can hardly be a place for specialising. With due allowance for all possible outlets for feminine energy, it still remains a fact that the great mass of women are likely to lead a more or less domestic life, and the special training for what has been called the trade of ‘home-making’ does not necessitate a four years’ course of arduous study. A girl’s future, too, is harder to anticipate. She may marry and keep house, or she may work for her living, or she may do both, either successively or simultaneously. What she needs is good all-round training; if along with this she can get some good practical and theoretical instruction in domestic economy so much the better. But cooking and washing must not absorb as much time as boys give to chemistry and physics, else we run the risk of disgusting our girls for ever with household work. It is absurd to confound a domestic art with a theoretical and practical science, for it can only to a very limited degree replace mental training. This a girl can get from a variety of studies. The more general her curriculum, the better will she be prepared for the very miscellaneous demands of her after life. A certain number will doubtless pass through the intermediate school to the university college, but this may be done without excessive specialisation, and the number who remain long enough to make use of such opportunities is likely to be much smaller in the case of girls than boys. If a fair proportion stay for two years after the seventh standard, we should be well satisfied. If the parents have made sacrifices in order to keep them at school till fifteen, it is time for the majority at any rate to be apprenticed for their future work, or make a place for themselves in their own homes. A girl’s preparation for life is not entirely to be sought at school; matriculation is not an end in itself, and a girl who has not sufficient ability to win a scholarship to a secondary school, or a special aptitude for teaching, will do better to turn her attention to more lucrative fields of manual or commercial work. The school that, failing to recognise this, endeavours to drive all its pupils through the same examination mill is neglecting part of its duty, and taking too narrow a view of education. A two years’ course is what the majority of girls need to fill the interval between the seventh standard and the age of apprenticeship. If we could give this to all, and something more to the few, the State would not be neglecting its daughters.