having been
established in 1805 "The Royal Lancasterian Institution," otherwise
called "The British and Foreign School Society," while the Bell system
was represented by "The Church of England National School Society."

The first Lancasterian or British School founded in Horncastle, in 1814,
was located in premises adjoining the Wong, on the site afterwards
occupied by the first Volunteer Drill Hall. It was afterwards
transferred to what is now called Dog-Kennel Yard, occupying a building
which had previously been a theatre, and which was partly fitted up with
sittings removed from St. Mary's Church, giving accommodation for 200
children. Neither in its internal structure, however, nor in its
situation in an out-of-the-way back yard, was the former theatre well
adapted for school purposes; and although the late Mr. Samuel Goe had in
1869 bequeathed a legacy to the school, which rendered it almost
independent of annual subscriptions, the establishment of a much more
commodious school by the Wesleyans, in Foundry Street in 1860, affected
it unfavourably, the number of scholars gradually decreased, and it was
finally closed in 1876. {112b}

The Bell, or Church School, also built in 1814, and accommodating about
200 scholars of both sexes, formed the nucleus of the present Church
National Schools. These two schools, the Lancasterian or British, and
the Bell or Church School, are the only public elementary schools, named
in the _Gazetteers_ for many years, except the Watson Charity School,
already described.

Of the present Church National Schools, that for infants was erected in
1860, that for boys in 1872, at a cost of about 1,000 pounds, the
original building being now the girls' school; the whole affording
accommodation for 300 children. These were, a few years ago, taken over
by the Lindsey County Council (in 1893), and are now under both Diocesan
and Government Inspection. {112c}

THE SCIENCE & ART SCHOOL.

With the establishment of Technical Schools this country may be said to
have entered on a new era, in national education, which, in its
development, may lead to results, the importance of which can hardly yet
be realized. The possibilities are almost unlimited. A wide-spread
network has been created, which may bring even the humblest members of
our artisan families within its deneficial meshes, while also working at
intervals, as opportunities offer, in our remotest villages.

This great movement