Sadler, M.E.
April 1911
Sociological Review (1908-1952);Apr11, Vol. 4 Issue 2, p89
Academic Journal
This article discusses the control exerted upon national education by the central government in Great Britain. In the regulative or organizing part of State control of education, the crucial difference between various systems lies in the fact whether they have regard to the whole structure of national education from top to bottom, or only to a fraction of the whole, whether, in other words, their plan and purpose is synthetic or limited. This is more than a question of proportion, it involves a question of principle. The tendency of modern systems of state control, a tendency which first showed itself in the last half of the 18th century, is towards synthesis, though by no means to the exclusion of approved forms of corporate or private effort working alongside of the institutions established by the state or local authority. In fact English education is at present the scene of a conflict between the national and the cantonal principles, i.e., between a system which relies mainly upon grants from the central government and one which relies mainly upon local rates imposed and collected by local elected authorities.


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