After the liberals returned to power, they continued the conservatives’ policy of granting local rates to all elementary schools, and of bringing secondary education under public support and control. While the education bill of 1906, which was kept from passage by the House of Lords, did not recognize church schools as such, and insisted upon bringing them under the complete control of the public authorities, it made no attempt to return to the former dual system of schools and the isolation of secondary from elementary education. It still held also to religious, and, under safeguards, even to sectarian instruction in the elementary schools, and may yet be passed in a revised form. A voluntary committee for a ‘resettlement in English elementary education,’ through the mediation of the President of the Board of Education and the Archbishop of Canterbury, has formulated a plan, which concedes the principle of public control and support for all elementary schools and religious freedom for teachers and pupils, but provides local option for the continuance of denominational schools. Thus, while England is not prepared to adopt a secular system, like that of France and the United States, and has not yet fully articulated its secondary education with elementary, (Fig. 50), it is upon the high road to a complete centralization of school administration in the national government. [Sidenote: Classical and ecclesiastical monopoly broken in secondary and higher education.] During the nineteenth century also the classical and ecclesiastical monopoly in secondary and higher education was largely broken. All the older public and grammar schools (see pp. 412 f.) developed ‘modern sides,’ and during the Victorian era a number of new schools were founded, which gave considerable attention to the modern languages and the sciences from the start. A recognition of the scientific ideals began also to appear in the curriculum of Cambridge (1851) and Oxford (1853), and the theological requirements for a degree were dropped (1856). By the last quarter of the century actual laboratories had been introduced, and students were freed from all doctrinal tests at both universities. Moreover, new universities, better adjusted to modern demands and more closely related to the school systems and the civil government, began to arise in manufacturing centers. Since 1889 such municipal or ‘provincial’ institutions as the Universities of Birmingham, Manchester, Leeds, Liverpool, and Bristol have sprung up, and the University of London, started as an examining body in 1836, has become a teaching institution. [Sidenote: Two types,] [Sidenote: (1) Ontario and (2) Quebec.]