580 HISTORY 



return to the old state of things. Therefore the public schools became non- 

 sectarian, and religious dissensions no longer stood in the way of the develop- 

 ment of the educational system. All classes of the people joined in the move- 

 ment for popular education. The finances of the Colony were straitened, and 

 continued to be so, but in spite of that fact a gradual expansion in the educa- 

 tional establishment had taken place, requiring increased appropriations from 

 the public funds. Under the stress of financial difficulties the public grant was 

 greatly reduced in 1869. From that time up to the present, appropriations for 

 school purposes have been growing, these interests still l^eing given claim to 

 first consideration, in making up the budget of the Colony. 



In the extension of the educational system great discouragements had to 

 be met. In most of the communities that were to be served there was nothing 

 pertaining to a school but children. In some places they were so scattered 

 that it was difficult to bring them together. Foundations had to be laid. In 

 1859, there were twenty-six schools in the Bahamas employing thirty-nine 

 teachers. All of these schools did not occupy buildings that were public school 

 property, or that had been erected for educational purposes. Some of the 

 houses were in a dilapidated condition; while others that were almost worth- 

 less cost the Colony exorbitant rents. The teachers were not all of the best 

 character; while some of them were of a fair order of intelligence, and were 

 diligent and devoted to their work, others on the other hand were very poorly 

 equipped. In many instances teaching became a refuge for persons who were 

 otherwise destitute of means of subsistence. The complaint was common that 

 the teachers neglected their own intellectual advancement, thiis rendering 

 themselves unfit for efficient school work. Another difficulty was that parents 

 showed a lack of appreciation of the advantages that were before their oifspring. 

 The veil of ignorance could only be lifted slowly. 



Existing conditions were studied, however, and an attempt was made to 

 bring them to the attention of the public. An inspectorship of schools 

 was created. The incumbent of this position visited the schools through- 

 out the Colony, examined them and their teachers, aud made annual 

 reports of his findings. Methods employed and progress made in other col- 

 onies were studied. Such funds as were available were applied to the execu- 

 tion of plans resulting from the consideration of these things. The schools of 

 the British and Foreign School Society were taken as the model for the schools 

 that were established. But the pul)lic treasury could not supply funds to 

 create schools in all places where they were needed. A new system of founding 



