After the first year few new schools were established, public or private.
Homes were sold or mortgaged; schools were closed, and children grew up in ignorance; the taxes for nearly twenty years were used to pay interest on the debt then piled up.
Schools were begun, churches organized, and work of general improvement and self-culture entered into with alacrity and enthusiasm.
Schools were to be established; agriculture and industry encouraged.
Four--auditor, treasurer, attorney, and superintendent of schools were democrats.
In that election the auditor, treasurer, and superintendent ofschools were democrats.
The result was that the Grammar Schools were often in charge of incompetent teachers.
It cannot be that the physical training-schools were deserted when the music-schools were in session.
This was equally true whether the schools were public, as at Sparta, or private, as at Athens.
Whether the music-schools were so likewise, is doubtful, and this brings us to our second question--whether the two branches of education were taught in the same place.
These were intended to give a simpler sort of education than that which the grammar-schools were supposed to give.
In 1839 Parliament really took in hand the work of Education, and Inspectors of Schools were appointed, and the Education Department set up to look after the work of Education in the country.
These charity-schools were carried on in much the same way right down to the middle of the nineteenth century.
As the song schools developed the cathedral schools were of course freed from the necessity of teaching reading and writing, and could then develop more advanced instruction.
Schools were opened in connection with the mosques (churches), a university after the old Greek model was founded, a large library was organized, and an observatory was built.
From the time of Sulla training-schools were established in which slaves with or without previous experience in war were fitted for the profession.
Schools were established in which the central thing was the study of the Greek poets, and these schools we may call Grammar Schools because the teacher was called grammaticus.
In the educational reconstruction which followed, the bishops played an important part and two types of schools were ultimately to be found in Gaul, the monastic schools and the episcopal schools.
Moreover, these "free" schools were founded as a general rule either by bishops personally or by ecclesiastical persons or by persons in the closest sympathy with the existing ecclesiastical system.
Thus, in the reigns of the Tudor and Stuart sovereigns, a number of schools were established, but only by royal authority.
Gradually three types of schools were evolved:-- (1) Schools for Catechumens.
Many thinkers fully believed that the schools were in bondage to the classic studies, that they did not prepare for life, and that science, which had begun to show signs of awakening, should have a place in education.
Schools were established in all large Moslem cities and in many smaller towns.
Schools were abandoned, colleges gave up their charters, and people were content to allow their children to grow up in ignorance.
The above list will hopefully provide you with a few useful examples demonstrating the appropriate usage of "schools were" in a variety of sentences. We hope that you will now be able to make sentences using this group of words.
