In the mid 19^th century, schooling in Kelsall was not dissimilar from the remainder of England. For the working family, elementary education for their children became a trade-off between the day to day activities, that in many cases secured survival of the family unit, and the knowledge that some form of rudimentary education was essential for their children.

The revised code of 1862 - 63 had been an attempt to introduce some controls into the expenditure by government on education. The objective had been to introduce funding for education in the form of a Grant to schools. This grant was dependent upon the performance, or success, of pupils over 7 years of age, who were to sit an annual examination conducted by HM Inspectors of Schools. Thus on an annual basis the future of Kelsall's school depended upon the ability of the schoolmaster to ensure that at least some rudimentary education was retained by the children of the village.

Throughout England the attempt to introduce performance related income into communities that did not place education high on their list of priorities produced predictable results, and in Kelsall, as in the rest of the country, results spiraled down. It was in 1870 that the government of the day introduced the 1870 Education Act in an attempt to provide a better level of education.

The Act still allowed the denominated schools to continue as voluntary schools, with unchanged management committees, however, if the performance of the school was deficient in any way, or if the ratepayers demanded it, a School Board could be created. I effect, in rural areas the civil parish would become the School Board, and thus the incumbent Anglican minister remained deeply involved in the education of rural children. Where voluntary schools continued, they eventually became financially disadvantaged because they did not have access to income derived from the local rates (taxes), and for this reason many voluntary schools eventually converted to public elementary schools.

Having a school was one thing, but persuading children to attend, and keeping them there, was another! Before 1873 there was no regulation of children working in agricultural employment, and Kelsall was first and foremost an agricultural village. 1874 was therefore the first academic year that was impacted by the 1873 Act, and this factor clearly impacted Kelsall's school and it's pupils, as the schoolmaster often lamented the absence of the children working in the field.

Enumerated children in Kelsall 1871 between the age of 4 years and 16 years

In fact, many mothers were believed to have resisted the introduction of compulsory elementary education, resenting the loss of the child's contribution to the household income. Those children who did manage to secure an education often only did so until their 12^th year, and many young girls moved from their parent's house to a 'live - in' position as a domestic servant

The challenge facing the school managers and teachers required changes in the traditions adopted by employers, parents and children alike. This was by no means an easy task! To some extent, it is clear to see that in Kelsall the carrot and stick approach was adopted.