Nor does President Eliot's advocacy of class schools stand as an isolated phenomenon. Already in America the development of free secondary schools has been checked by the far more rapid growth of private institutions. The very classes of taxpayers who control city and other local governments and school boards are educating their own children privately, and thus have a double motive for resisting the further advance of school expenditure. As if the expense of upkeep during the period of education were not enough of a handicap, those few children of the wage earners who are brave enough to attempt to compete with the children of the middle classes are now subjected to the necessity of attending inferior schools or of traveling impracticable distances. The building of new high schools, for example, was most rapid in the Middle West in the decades 1880-1899, and in the Eastern States in the decade 1890-1900. But within a few years after 1900 the rate of increase had fallen in the Middle West to about one half, and in the East to less than one third, of what it formerly had been.[89] It might be thought that, the country being now well served with secondary schools, the rate of growth must diminish. This may be true of a part of the rural districts, but an examination of the situation or school reports of our large cities will show how far it is from being true there. In Great Britain the public secondary schools for the most part and some of the primary schools, _though supported wholly or largely by public funds, charge a tuition fee_. The fact that a very small per cent of the children of the poor are given scholarships which relieve them of this fee only serves to strengthen the upper and middle classes, without in any appreciable degree depriving them of their privileged position. In London, for example, fees of from $20 to $40 are charged in the secondary schools, and their superintendents report that they are attended chiefly by the children of the "lower middle classes," salaried employees, clerks, and shopkeepers, with comparatively few of the children of the professional classes on the one hand or of the best-paid workingmen on the other. An organized campaign is now on foot in New York City also, among the taxpayers, to introduce a certain proportion of primary pay schools, for the frank purpose of separating the lower middle from the working classes, and to charge fees in all secondary schools so as to bring a new source of income and _decrease_ the number of students and the amounts spent on the schools. This in spite of the annual plea of Superintendent Maxwell for more secondary schools, more primary teachers, and primary school buildings. Instead of going in the direction indicated by Dr. Eliot and preparing to spend four or five times the present amount, there is a strong movement to spend less. And nothing so hastens this reactionary movement as the tendency, whether automatic or consciously stimulated, towards class (or caste)