HMS Diamond Read Online Free

England. Some of our workhouses and foundling hospitals have schools. We even have a school on an old ship moored in the Thames River to teach poor boys to be sailors."
           "That’s true, sir; but let’s look at each of those. Charity schools are all privately run. They quickly form then just as quickly close because of financial mismanagement, or a theological dispute occurs, or the teacher simply up and leaves. They’ve even been known to close simply because too many children were taking advantage of them.
           "The Sunday schools are more broadly based, but the children only go to school for part of one day a week—Sunday—so as not to interfere with the labor they have to perform during the week. You mentioned ‘some workhouses and foundling hospitals.’ I would emphasize the word ‘some,’ because there are probably less than a dozen of those in the country."
           She turned toward Stanhope again. "In a few years we’ll be entering the 19th Century and God knows what demands will be placed on our nation. How can a country ultimately be strong if 90% of its children are subject to such a hit or miss system?"
           Stanhope still had an amused smile on his face, but Susan could tell he was taking her seriously.
           "So what then would you do?"
           "I believe every child in England should have access to a free, comprehensive, publicly-funded, education."
           This brought a chorus of exclamations from the group focused either on the word "free," or the word "publicly-funded," or the word "every." When the commentary died down, Stanhope continued.
           "And what would be the vehicle for this universal schooling of yours?"
           "If I were in Parliament," she began, looking meaningfully at Stanhope, "I would pass a law dividing the country into districts with a school board elected in each. They would be responsible for providing the school buildings, teachers, books and whatever else. All children between the ages of 5 and 12 would be allowed to attend, and each school would receive governmental inspection."
           "Who would pay for all this?"
           "The government, supplemented by the parents."
           This caused another stir, but Stanhope continued, "What happens if the parent could not afford to pay anything?"
           "The children would go to school anyway. The board would have to pay it."
           Another stir, but Stanhope waved them down. "And what would you teach these children?"
           "As I said, it would be a comprehensive school. They would learn reading, writing, mathematics, the arts, the sciences, foreign languages, the whole gamut. Nothing would be off limits."
           The man across the table interrupted again. "A moment ago you said they would be ‘allowed’ to go to school. Did you mean allowed, or did you mean ‘required’?
           "I am sorry; I should have been more clear. I meant required."
           This really set the table off because the social implications of that statement were enormous. After a while Stanhope restored order merely by looking around. The man continued.
           "What happens if the parents do not want their child in school?"
           "Why would they not?
           "I can think of several reasons. To begin with, many families depend on the income their children bring in by working all week. In some cases they would starve without it. Is that what you want—for them to starve?
           "And secondly, look at what you’re proposing be taught: reading, writing, the arts, the sciences."
           "What’s wrong with that?"
           "Because it will give these children ideas beyond their station, that’s what," he said with unexpected vehemence, "and ultimately that will cause nothing but unhappiness."
           "What would you have them learn," Susan shot back. "Or would you rather they remain