It is not only for girls’ education that the revival has come. A general awakening has passed over the country: men and women, boys and girls, rich and poor, the lady of leisure and the hard-working mechanic, all have had something brought within their reach that formerly belonged only to the few. Three years ago these gains were summarised in convenient form by the Royal Commission on Secondary Education, appointed ‘to consider what are the best methods of establishing a well-organised system of secondary education in England, taking into account existing deficiencies, and having regard to such local sources of revenue from endowments or otherwise as are available, or may be made available, for this purpose.’ Even now the country is waiting for legislation on the findings of that Commission. When we remember that we have really been waiting ever since 1867, we do not feel over-sanguine of results; but happily events have since then moved in many directions, and the Commission, before proceeding to recommendations for the future, was able to draw up a long list of reforms that had already come about and changed the whole face of education in England in less than thirty years.
First in order of time stands the Endowed Schools Act, which did so much for boys, and rescued something from the spoils for the benefit of girls. Next came the Elementary Education Act, which brought primary instruction within the reach of every boy and girl in the land, and set a new machinery in motion destined to change the whole face of the country. In 1888 the institution of county councils provided that local authority which was to make a system of decentralisation in education possible, while the Technical Instruction Acts of 1889 and 1891 and the Local Customs and Taxation Act of 1890 at once brought these new powers into play, and originated a fresh set of educational institutions in the Polytechnics and other similar colleges. Lastly, the Welsh Intermediate schools, established by the Act of 1889, were providing an object-lesson in the organisation of secondary education.
Besides this public work, the Commission had to take cognisance of the enormous changes in the education of girls, due to the wide diffusion of High Schools and the admission of women to the Universities. ‘There has probably been more change in the condition of the secondary education of girls than in any other department of education,’[[19]] say the Commissioners, and they also note that ‘the idea that a girl, like a boy, may be fitted by education to earn a livelihood, or, at any rate, to be a more useful member of society, has become more widely diffused.’ Various other changes came under their cognisance: the gradual rise of Higher Grade schools, evolving themselves through inherent necessity with no impulse and little encouragement from without; the many attempts at what has been called Continuative education by means of evening classes; the help afforded to large numbers by University Extension; the improved status of the teachers; the various colleges established for their training, and the many educational societies which have grown into powerful forces during the last twenty years. After taking due note of all this, they declare that the time has come to weld these various organisms into one consistent whole. They anticipate no easy task. ‘The ground of secondary education is already almost covered with buildings so substantial that the loss to be incurred in clearing it for the erection of a new and symmetrical pile cannot be contemplated. Yet these existing buildings are so ill-arranged, so ill-connected, and so inconvenient, that some scheme of reconstruction seems unavoidable.’[[20]]
This touches the key of the situation. The reconstruction must at any rate begin with adaptation, then the gaps may be filled with new and convenient edifices. However much such a plan offends our notions of order and logic, we do well to remember that every one of these structures, jerry-built though they may be, has grown up out of some real need; and before we propose to fit all their tenants into neat little model dwellings, it behoves us to be quite sure that such a plan would be as satisfactory in the working as it looks on paper. The mere fact that of the girls receiving secondary education in England seventy per cent., and of the boys thirty-eight per cent., are in private schools, often in towns where there are grammar and high schools with plenty of empty places, should make the advocates of ruthless innovation pause and stay their hand. The public must in the last resort determine what it wants, and though demand sometimes follows supply, the opposite process is a constant one. However much theorists may inveigh, according to their special prejudices, against higher grade or ‘private adventure’ or any other kind of school, the fact of their successful existence, even in the face of rivals, shows that they do supply a want; and the only prudent course is to find them a place in our system.
This has been fully recognised by the Commissioners, who wisely suggest proceeding on lines similar to those on which elementary education was at first organised. The local authority proposed in 1867 can now be easily constituted, since we have the county councils to supply a nucleus to which educational experts can be added, as is already done on some technical instruction committees and in the Welsh county governing bodies. The local authority would proceed ‘to inquire how far the schools within its area provide secondary instruction adequate in quantity and quality to the needs of each part of that area.’ In doing this, regard is to be had to proprietary and private as well as endowed and other public schools, and the report adds the following significant comment: ‘We are far from desiring to see secondary education pass wholly under public control, and into the hands of those who are practically public servants, as elementary education has done, and we believe that where proprietary or private schools are found to be doing good work, it would be foolish as well as unfair to try to drive them out of the field.’[[21]] Where the supply of secondary education is deficient in any part of the area, the local authority should have power to establish new schools.
The functions of these authorities are therefore to fall under four heads—
1. The securing a due provision of secondary instruction.
2. The remodelling, where necessary, and supervision of the working of endowed (other than non-local) schools and other educational endowments.
3. A watchful survey of the field of secondary education, with the object of bringing proprietary and private schools into the general educational system, and of endeavouring to encourage and facilitate, so far as this can be done by stimulus, by persuasion, and by the offer of privileges and advice, any improvements they may be inclined to introduce.
4. The administration of such sums, either arising from rates levied within the area, or paid over from the National Exchequer, as may be at its disposal for the promotion of education.