As Archbishop of Westminster, Henry Edward Manning had been much involved in negotiations over the Elementary Education Act of 1870 (Forster’s Act), which aimed at establishing a national system of elementary education. By the early 1880s, Manning was dissatisfied with the operation of the Act, because the secular board schools, financed from rates, had become substantial competitors with the voluntary denominational schools, which were supposed to be the backbone of the system. This established, in effect, a dual system of secular and denominational education, which Manning believed the Act had never envisioned. He lobbied for a Royal Commission to amend the Act, which Lord Salisbury granted in 1886 (the Cross Commission), with Manning as a member. In his work on the Commission, Manning was motivated by three principles, which he believed were critical for the engagement of religious bodies with the liberal state. The first was cross-denominational collaboration in support of religious education. The second was voluntarism so as to prevent state control. The third was localism as opposed to centralization, which was eventually realized with the creation of County Councils by the Local Government Act of 1888, upon whom the supervision of schools eventually devolved.

中文翻译：

---

参与自由主义国家 II：红衣主教曼宁和 1886 年皇家委员会

作为威斯敏斯特的大主教，亨利·爱德华·曼宁 (Henry Edward Manning) 曾多次参与关于 1870 年基础教育法案（福斯特法案）的谈判，该法案旨在建立一个全国性的基础教育体系。到 1880 年代初，曼宁对该法案的实施不满意，因为由费率资助的世俗寄宿学校已成为与自愿教派学校的重要竞争者，而自愿教派学校被认为是该系统的支柱。这实际上建立了世俗和宗派教育的双重体系，曼宁认为该法案从未设想过。他游说一个皇家委员会来修改该法案，该法案是索尔兹伯里勋爵在 1886 年批准的（交叉委员会），曼宁是成员。在委员会的工作中，曼宁受三项原则的激励，他认为这对于宗教团体与自由主义国家的接触至关重要。第一个是支持宗教教育的跨教派合作。第二个是自愿主义，以防止国家控制。第三个是地方主义，而不是中央集权，最终通过 1888 年的地方政府法案创建了县议会，最终实现了对学校的监督。