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Its fundamental principles, as well as its details of execution, have been sharply questioned. But a long-continued effort, extending through many years, by able and thoroughly-equipped teachers, to solve one of the greatest problems of education, deserves careful attention.
But the lecture on Rossetti in "The Art of England" shows that on one side at least "their parting," as Mr. W.M. Rossetti says, "was not in anger;" and the portrait of 1861, now in the Oxford University Galleries, will remain as a memorial of the ten years' friendship of the two famous men. At Red Lion Square, during Lent term, 1855, the three teachers worked together every Thursday evening.
Before her marriage she became a member of the Independent congregation, meeting for worship at York Street, Lock's Fields, Walworth, where now stands the Robert Browning Hall. Her husband attached himself to the same congregation; both were teachers in the Sunday School. Mrs Browning kept, until within a few years of her death, a missionary box for contributions to the London Missionary Society.
And between the first and the fifth century, when we first hear from Eusebius of manuscripts of Philo at the Christian monastery of Cæsarea from which we can trace our texts in direct line there was no high standard in dealing with ancient authorities. It is the Christian teachers who preserved Philo, and they preserved him not as scholars but as missioners.
The Government inspector of schools may remonstrate, but he knows that few teachers will make any serious attempt to mend matters, and that if they did the caste-boys would be withdrawn by their indignant parents.
I would gladly advocate that this dark side of life be kept in sealed books if I did not know that so many young people need forewarning and definite guidance. Our educational system will not do its full duty if it fails to offer the needed help so that it may be obtained by all adolescent young people who are not so fortunate as to be guided by parents and other personal teachers.
Among his few immediate attendants was Lysimachus, one of his former teachers, who always loved to accompany him at such times. Lysimachus was advanced in life, and somewhat infirm, and consequently could not keep up with the rest in the march. Alexander remained with Lysimachus, and ordered the rest to go on.
Rural schools were mere stepping stones for young teachers before securing positions in village and city schools, agriculture was scarcely taught, schools were without equipment, three-fourths of the buildings were twenty years old or older, unsanitary, poorly lighted, without ventilation and insufficiently heated.
Two other results followed this affair, which tended greatly to relieve the monotony of their lives. A good many gentlemen called in to see the school, most of them young men who were anxious for a sight of the brave lady who had it in charge, and others merely desirous to see the pretty Yankee "nigger teachers."
Secondary or grammar schools were to provide special training in French, Latin, and elementary science, and, whether supported by public or private enterprise, were to be subject to governmental control. Lycees or high schools were to be opened in every important town and instruction given in the higher branches of learning by teachers appointed by the state.
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