Whig Party Fortunes in the Yorkshire County Election of 1708

Abstract

The impact of State intervention in rural education was not to supplant the role of the aristocracy and gentry in providing schooling for those who lived on their estates. Rather it brought about a partnership between evolving State policy on the one hand and continuing propertied paternalism on the other. This article argues that the point of conjunction in the partnership occurred through the acquisition of government grants that were, throughout the period, linked to evolving conditionality. The responsibility for obtaining and maintaining school grants expanded the roles of landowners, as they became school managers as well as benefactors. Through the use of school logbooks these dual roles will be illustrated to show the complex relationship that some landowners in Northumberland had with their village schools which primarily focused on fulfilling the criteria for gaining government finance.