15. Assuming that there may be some validity to the arguments of Kay- Shuttleworth, what are the limitations to such reasoning?
16. What theory as to education would naturally lie behind a "payment-by- results" plan of distributing state aid?
17. Show how English educational development during the nineteenth century has been deeply modified by the progress of democracy.
18. Show how the English have attained to minimum standards without imposing uniform requirements that destroy individuality and initiative.
SELECTED READINGS
In the accompanying Book of Readings the following illustrative selections are reproduced:
291. Parliamentary Report: Charity-School Education described. 292. S.P.C.K.: Cost and Support of Charity-Schools. 293. Raikes: Description of the Gloucester Sunday Schools. 294. Guthrie: Organization, Support, and Work of a Ragged School. 295. Smith, A.: On the Education of the Common People. 296. Malthus: On National Education. 297. Smith, S.: The School of Lancaster described. 298. Philanthropist: Automatic Character of the Monitorial Schools. 299. Montmorency, de: The First Parliamentary Grant for Education. 300. Macaulay: On the Duty of the State to Provide Education. 301. Mosely: Evils of Apprenticing the Children of Paupers. 302. Kay-Shuttleworth: Typical Reasoning in Opposition to Free Schools. 303. Macnamera: The Duke of Newcastle Commission Report. 304. Statute: Elementary Education Act of 1870. 305. Statute: Abolition of Religious Tests at the Universities. 306. Times: The Educational Traditions of England.
QUESTIONS ON THE READINGS
1. Characterize the type of education described by the witness (291).
2. Considering equipment provided and comparative money values, then and now, about how much of an effort did support (292) involve?