=Subsequent Educational Movements.=--Within a generation of existence the board schools met with a phenomenal growth, and came to include about seventy per cent of the pupils. They were spending about half as much again upon each pupil as were the voluntary schools, and were able to engage a much better staff of teachers. This extension of civil influence in education was bitterly opposed by the Established Church, and when the conservatives came into power through the assistance of the clergy, they passed the act of 1902, whereby the denominational schools were permitted to share also in the local rates. While under this act the administration of both board and voluntary schools was now centralized in the county and city councils, the immediate supervision of instruction in the individual schools was placed in the hands of a board of managers; and, despite their receipt of local taxes, the voluntary schools were required to have but two of their managers appointed by the council, and the other four were still selected by the denomination. Serious opposition to the enforcement of the new law arose among nonconformists and others, and coercive measures were taken by the government. The new act, however, while unfair to those outside the Church of England, tended to sweep away the dual system of public and church schools, since both were coming to rest upon a basis of public control and support. Since 1902 all elementary schools have been considered as part of one comprehensive system, and the board schools have been distinguished as ‘provided schools’ and the voluntary as ‘nonprovided.’ Moreover, under the legislation of 1902 steps were also taken to coördinate secondary with elementary education, and bring it somewhat within the public system. The board schools had early in their existence begun to develop upward into secondary education and before long had come to compete with the older grammar and public schools, but in 1900 the ‘Cockerton judgment’ forbade the use of local rates for other instruction than elementary, and it remained for the new act to impose upon councils the duty to support instruction in subjects beyond the elementary work. The Board of Education was also empowered to inspect the work of the great public schools and other endowed secondary institutions, and to allow grants to all schools meeting the conditions of the Board. [Sidenote: Bill of 1906 defeated,] [Sidenote: but new plan, placing all schools under public control.]