. Life and times of William E. Gladstone : an account of his ancestry and boyhood, his career at Eton and Oxford, his entrance into public life, his rise to leadership and fame, his genius as statesman and author, and his influence on the progress of the nineteenth century. illing to go as far as mere secularinstruction, but they held, properly enough, that the teaching of religionis a function of the clerical and parental relations. In Great Britain the opinion had long and firmly prevailed that therelieious manner and element in education could not be extracted withoutthe ruin of the whole.
. Life and times of William E. Gladstone : an account of his ancestry and boyhood, his career at Eton and Oxford, his entrance into public life, his rise to leadership and fame, his genius as statesman and author, and his influence on the progress of the nineteenth century. illing to go as far as mere secularinstruction, but they held, properly enough, that the teaching of religionis a function of the clerical and parental relations. In Great Britain the opinion had long and firmly prevailed that therelieious manner and element in education could not be extracted withoutthe ruin of the whole. There was a large party in England, just as therehas been a large party in the United States, who, while objecting stren-uously to dogmatic and denominational teaching in the schools, were stillfavorable to the reading of the Scriptures and to certain primary exposition 456 LIFE AND TIMES Ol WILLIAM E. GLADSTUXE. of religion by the teachers. In tlie confusion of opinions there was dangerthat Mr. Forsters effort to institute an educational reform might come tonaught. He went ahead, however, with the preparation of what was calledthe Elementary Education Bill. In presenting the same to the House ofCommons he was met with a considerable defection in the Liberal ranks ;. DICKENS, 1861. for many of these were Dissenters or Nonconformists, and were jealous,from their religious prejudices, of the proposed system of public was, however, a consensus that something must be done in theway of a reform. In the country districts the schools had been mostly underthe management of the Church. In such institutions the secular teachingamounted to little, and the pupils issuing from the schools were virtuallyignorant of those branches upon which sensible people mostly rely as onthe bottom elements of education. In the cities, particularly in the great THE GREAT LIBERAL ASCENDENCY. 457 manufacturing cities, there was hardly a pretense of giving primary instruc-tion to children. In
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