Two or three decades earlier than the grant of 1833, Parliament fitfully recognized its educational responsibilities. In 1807 Samuel Whitbread, the son-in-law of Earl Grey, tentatively anticipated the spirit of Mr W. E. Forster's reforms, three score and three years afterwards. By his proposal of parochial schools throughout the Kingdom, Whitbread ranks as the earliest education reformer of the nineteenth century. Within a decade, in the year 1816, Brougham took up the question, obtained a committee to enquire into the educational resources of London, and in 1820 himself brought forward an early Education scheme of the nineteenth century. The project perished amid the denominational tempest of religious rivalry which it evoked. Nothing after this was done till the date at which we have already arrived, 1833. Then, in faint forecast of the £7,000,000 now spent by the State on the teaching of its youthful subjects, a grant for that purpose of, £20,000 was for the first time made, distributed as we have seen between the Protestant Churches of the country. After an interval of six years, in 1839, Lord Melbourne's Administration excited much obloquy, and raised the 'No Popery' cry against them, by allowing a share in a grant, now increased to £30,000, to Roman Catholic schools. The House of Lords, in an address to the Queen, condemned this new policy of religious emancipation. The vote was only carried in the Commons by a majority of two (the figures being 275 for, 273 against). Together with certain other changes that endure to this day, it became law. Hitherto, the State grant had been administered by the Treasury. Now for the first time an Education Department was organized under the Lord President of the Council, and four other members of the body. The Vice-President was appointed in 1856. During Lord Palmerston's long term of office, in 1857, the Education grant rose to £451,000. It became more expressly understood that henceforth the specific duties of Education Minister were vested in the Vice-President.[34] With the steady increase of the annual grant, its province of usefulness was extended also. Subject always to the principle of State inspection, where State aid was received, the grant was no longer limited to assist the erection of new schools. Even before 1857 it had been allotted in due proportion to help schools already in existence. Portions of it were also received by training colleges for teachers. The quality of the instruction supplied in the schools had not improved in proportion to the liberality shown by the State. In 1859-60, the grant was more than a million. A Commission reported most unfavourably as to the efficiency of the schools. Hence in 1862, the then Vice-President of the Council, Robert Lowe, afterwards Lord Sherbrooke, enforced the Education reforms which he had already drafted, and initiated the policy of payment by results; in other words, the regulation of the amount of the grant in