Jeff Spinner‐Halev
- Published in print:
- 2000
- Published Online:
- October 2005
- ISBN:
- 9780198297703
- eISBN:
- 9780191602948
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/019829770X.003.0003
- Subject:
- Political Science, Political Theory
Arguments are presented for extending diversity in education, with specific reference to the issue of religion, and taking the example of the USA. The arguments advanced also work for other liberal ...
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Arguments are presented for extending diversity in education, with specific reference to the issue of religion, and taking the example of the USA. The arguments advanced also work for other liberal democracies that include immigrant societies and at least several religions, although they do not where religious identity is tied to national identities. The case is argued for religiously diverse public schools, and the growth and importance of the many parochial schools in the USA is acknowledged. The question of financing parochial schools is addressed. Three ways are discussed as a means of extending diversity: cooperation between public and parochial schools (but without direct funding of parochial schools); the achievement of multiculturalism in public schools by fairly including religious students and perspectives; and the accommodation of religious beliefs in public schools by such means as offering alternative assignments.Less
Arguments are presented for extending diversity in education, with specific reference to the issue of religion, and taking the example of the USA. The arguments advanced also work for other liberal democracies that include immigrant societies and at least several religions, although they do not where religious identity is tied to national identities. The case is argued for religiously diverse public schools, and the growth and importance of the many parochial schools in the USA is acknowledged. The question of financing parochial schools is addressed. Three ways are discussed as a means of extending diversity: cooperation between public and parochial schools (but without direct funding of parochial schools); the achievement of multiculturalism in public schools by fairly including religious students and perspectives; and the accommodation of religious beliefs in public schools by such means as offering alternative assignments.
James W. Cortada
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780195165869
- eISBN:
- 9780199868025
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195165869.003.0008
- Subject:
- Business and Management, Business History
This chapter discusses the deployment and use of information technology in public schools. Topics covered include computing in educational administration from the 1950s to 2000s, the use of computers ...
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This chapter discusses the deployment and use of information technology in public schools. Topics covered include computing in educational administration from the 1950s to 2000s, the use of computers in teaching from the 1960s to 1980s, debate about the role of computing in education, and the role of IT in education. It is argued that looking at the educational sector demonstrates some of the limits of the nation's transformation to a digitally rich economy. The technology had to enhance, then transform, how the daily core tasks of an industry are done. When that has not been the case, deployment has proved limited.Less
This chapter discusses the deployment and use of information technology in public schools. Topics covered include computing in educational administration from the 1950s to 2000s, the use of computers in teaching from the 1960s to 1980s, debate about the role of computing in education, and the role of IT in education. It is argued that looking at the educational sector demonstrates some of the limits of the nation's transformation to a digitally rich economy. The technology had to enhance, then transform, how the daily core tasks of an industry are done. When that has not been the case, deployment has proved limited.
Steven K. Green
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195399677
- eISBN:
- 9780199777150
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195399677.003.0008
- Subject:
- Religion, History of Christianity, Religion and Society
This chapter is the first of two to discuss the legal issues surrounding the rise and development of nonsectarian public schooling in America. The controversy, called the “school question,” had two ...
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This chapter is the first of two to discuss the legal issues surrounding the rise and development of nonsectarian public schooling in America. The controversy, called the “school question,” had two interrelated issues: Protestant religious exercises (including Bible reading) and the funding of Catholic parochial schools. The chapter examines the origins and later modifications of nonsectarianism (led by Horace Mann), early Protestant-Catholic conflicts over Bible reading and funding (including the impact of nativism), and several early legal cases involving funding and Bible reading. The chapter ends with a discussion of the most important Bible reading case of the century, which arose in Cincinnati and concluded with the Ohio Supreme Court banning the religious exercises.Less
This chapter is the first of two to discuss the legal issues surrounding the rise and development of nonsectarian public schooling in America. The controversy, called the “school question,” had two interrelated issues: Protestant religious exercises (including Bible reading) and the funding of Catholic parochial schools. The chapter examines the origins and later modifications of nonsectarianism (led by Horace Mann), early Protestant-Catholic conflicts over Bible reading and funding (including the impact of nativism), and several early legal cases involving funding and Bible reading. The chapter ends with a discussion of the most important Bible reading case of the century, which arose in Cincinnati and concluded with the Ohio Supreme Court banning the religious exercises.
Elizabeth Rose
- Published in print:
- 2010
- Published Online:
- May 2010
- ISBN:
- 9780195395075
- eISBN:
- 9780199775767
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195395075.003.0008
- Subject:
- History, American History: 20th Century
Public preschool is being organized and delivered through a combination of private providers and public schools; several states have opted to build on the patchwork of existing programs, allowing ...
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Public preschool is being organized and delivered through a combination of private providers and public schools; several states have opted to build on the patchwork of existing programs, allowing private and community‐based providers as well as schools to deliver pre‐kindergarten. Policymakers in states like New York, New Jersey, Georgia, and Florida have looked for ways to combine, through a mixed public‐private system, the best of both worlds: the universal access, stable funding, and educational standards of public schools, and the flexibility, diversity, and responsiveness to families of existing early childhood programs. However, weaving together these different strands of the early childhood world is a complicated task, requiring that those who shape and implement policy pay careful attention to the details that can strengthen the patchwork on which they rely.Less
Public preschool is being organized and delivered through a combination of private providers and public schools; several states have opted to build on the patchwork of existing programs, allowing private and community‐based providers as well as schools to deliver pre‐kindergarten. Policymakers in states like New York, New Jersey, Georgia, and Florida have looked for ways to combine, through a mixed public‐private system, the best of both worlds: the universal access, stable funding, and educational standards of public schools, and the flexibility, diversity, and responsiveness to families of existing early childhood programs. However, weaving together these different strands of the early childhood world is a complicated task, requiring that those who shape and implement policy pay careful attention to the details that can strengthen the patchwork on which they rely.
Robert Wuthnow
- Published in print:
- 2011
- Published Online:
- October 2017
- ISBN:
- 9780691146119
- eISBN:
- 9781400836246
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691146119.003.0005
- Subject:
- Sociology, Urban and Rural Studies
This chapter focuses on education in middle America. Education fitting the needs and aspirations of its citizens was an important aspect of life in heartland states from the start. Country schools, ...
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This chapter focuses on education in middle America. Education fitting the needs and aspirations of its citizens was an important aspect of life in heartland states from the start. Country schools, private academies, public high schools, and colleges were founded in such numbers during the first few decades of the twentieth century that the region came to be known as the “education belt.” After World War II, state and county boards of education launched a massive campaign to improve and consolidate public schools. Officials promoted education, technological improvements, and research as means of advancing their communities and the region. Colleges and universities throughout the Middle West expanded. The chapter considers issues relating to education in the Middle West, including educational attainment, public funds for education, migration, literacy, racism, the quality of rural education, and inequality between wealthier and poorer school districts.Less
This chapter focuses on education in middle America. Education fitting the needs and aspirations of its citizens was an important aspect of life in heartland states from the start. Country schools, private academies, public high schools, and colleges were founded in such numbers during the first few decades of the twentieth century that the region came to be known as the “education belt.” After World War II, state and county boards of education launched a massive campaign to improve and consolidate public schools. Officials promoted education, technological improvements, and research as means of advancing their communities and the region. Colleges and universities throughout the Middle West expanded. The chapter considers issues relating to education in the Middle West, including educational attainment, public funds for education, migration, literacy, racism, the quality of rural education, and inequality between wealthier and poorer school districts.
Douglas A Hicks
- Published in print:
- 2009
- Published Online:
- January 2009
- ISBN:
- 9780195337174
- eISBN:
- 9780199868407
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195337174.003.0009
- Subject:
- Religion, Religion and Society
Attaining an inclusive public space requires citizens as well as leaders to be religiously literate. Citizens and leaders do not need to become scholars of religion, but they need to understand the ...
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Attaining an inclusive public space requires citizens as well as leaders to be religiously literate. Citizens and leaders do not need to become scholars of religion, but they need to understand the basics of religious identities. This chapter asserts that citizens must learn to listen to one another’s stories, to share their own, and to find areas of both agreement and disagreement. Religious literacy can happen through formal civic education, which can be part of teaching about religion in public schools, private schools, and higher education. As a comparison to the U.S., the chapter analyzes how religion is taught in public schools in Spain. The chapter also considers religion and the media, and asserts that journalists can play a role in promoting public understanding of religion in its diverse forms.Less
Attaining an inclusive public space requires citizens as well as leaders to be religiously literate. Citizens and leaders do not need to become scholars of religion, but they need to understand the basics of religious identities. This chapter asserts that citizens must learn to listen to one another’s stories, to share their own, and to find areas of both agreement and disagreement. Religious literacy can happen through formal civic education, which can be part of teaching about religion in public schools, private schools, and higher education. As a comparison to the U.S., the chapter analyzes how religion is taught in public schools in Spain. The chapter also considers religion and the media, and asserts that journalists can play a role in promoting public understanding of religion in its diverse forms.
Julie Coleman
- Published in print:
- 2008
- Published Online:
- January 2009
- ISBN:
- 9780199549375
- eISBN:
- 9780191720772
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199549375.003.0006
- Subject:
- Linguistics, Sociolinguistics / Anthropological Linguistics, Lexicography
This chapter examines British school and college slang dictionaries of the period. These are largely of the long-established public schools and ancient universities such as Eton and Winchester, and ...
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This chapter examines British school and college slang dictionaries of the period. These are largely of the long-established public schools and ancient universities such as Eton and Winchester, and have sometimes been looked at in isolation with reference to those institutions; however, they are part of a general trend.Less
This chapter examines British school and college slang dictionaries of the period. These are largely of the long-established public schools and ancient universities such as Eton and Winchester, and have sometimes been looked at in isolation with reference to those institutions; however, they are part of a general trend.
Henry French and Mark Rothery
- Published in print:
- 2012
- Published Online:
- May 2012
- ISBN:
- 9780199576692
- eISBN:
- 9780191738852
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199576692.003.0002
- Subject:
- History, British and Irish Early Modern History, Social History
Chapter One explores how schooling inculcated behavioural norms, and identifies the sorts of values expressed and the kinds of social mechanisms used in their application. It shows how parents often ...
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Chapter One explores how schooling inculcated behavioural norms, and identifies the sorts of values expressed and the kinds of social mechanisms used in their application. It shows how parents often mediated the experience of their sons’ ‘entry into the world’ by carefully selecting schools according to ‘appropriate’ gender norms and by corresponding frequently with their sons. Elite education incorporated a mixture of experiences and institutions, of which the large, residential public school was only one part. The chapter also emphasizes the importance of mothers in the on-going formation of male gender norms, and argues that schooling did not necessarily break the ‘maternal bond’. In doing so, this chapter sets out one of the main themes of the book: how gender stereotypes were formulated and projected and how they assimilated deeper, habitual notions of gender roles and power along side more conscious, chronologically-bounded ideas of ‘proper’ male behaviourLess
Chapter One explores how schooling inculcated behavioural norms, and identifies the sorts of values expressed and the kinds of social mechanisms used in their application. It shows how parents often mediated the experience of their sons’ ‘entry into the world’ by carefully selecting schools according to ‘appropriate’ gender norms and by corresponding frequently with their sons. Elite education incorporated a mixture of experiences and institutions, of which the large, residential public school was only one part. The chapter also emphasizes the importance of mothers in the on-going formation of male gender norms, and argues that schooling did not necessarily break the ‘maternal bond’. In doing so, this chapter sets out one of the main themes of the book: how gender stereotypes were formulated and projected and how they assimilated deeper, habitual notions of gender roles and power along side more conscious, chronologically-bounded ideas of ‘proper’ male behaviour
F. M. L. THOMPSON
- Published in print:
- 2001
- Published Online:
- January 2010
- ISBN:
- 9780199243303
- eISBN:
- 9780191714047
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199243303.003.0006
- Subject:
- History, British and Irish Modern History
It has been strongly maintained, most influentially by Corelli Barnett and Martin Wiener, that public schools and the older universities carry a heavy responsibility for the disappointing performance ...
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It has been strongly maintained, most influentially by Corelli Barnett and Martin Wiener, that public schools and the older universities carry a heavy responsibility for the disappointing performance of the British economy since the 1850s. The argument is that the sons of businessmen were ‘emasculated into gentlemen’ at public schools, extinguishing their industrial spirit, a form of cultural gentrification confirmed at Oxford and Cambridge if they chanced to go there. This chapter tests this contention against the evidence of the occupations of the fathers of public school and Oxbridge entrants, the careers of their students, and the education of leading, entrepreneurial, businessmen. The conclusions are that before the 1880s only a very small minority of public school boys were the sons of businessmen, those being chiefly younger sons for whom there could be no future in the family business; that public school boys were mainly the sons of professional men and that the great majority followed careers in the law, army, church, medicine, civil service, Indian civil service, and the colonial service; and that businessmen formed an even smaller contingent of Oxbridge entrants or alumni, the majority having no secondary education of any kind. The business element increased somewhat before 1914, probably more as a consequence of the declining importance of family firms with the rise of large corporate companies than as a response to modernisation of public school and university courses. It was not until after 1945 that the majority of leading businessmen were public school and university educated. Hence only since 1945 have public school and university graduates been in a position to exercise decisive influence on the performance of the economy.Less
It has been strongly maintained, most influentially by Corelli Barnett and Martin Wiener, that public schools and the older universities carry a heavy responsibility for the disappointing performance of the British economy since the 1850s. The argument is that the sons of businessmen were ‘emasculated into gentlemen’ at public schools, extinguishing their industrial spirit, a form of cultural gentrification confirmed at Oxford and Cambridge if they chanced to go there. This chapter tests this contention against the evidence of the occupations of the fathers of public school and Oxbridge entrants, the careers of their students, and the education of leading, entrepreneurial, businessmen. The conclusions are that before the 1880s only a very small minority of public school boys were the sons of businessmen, those being chiefly younger sons for whom there could be no future in the family business; that public school boys were mainly the sons of professional men and that the great majority followed careers in the law, army, church, medicine, civil service, Indian civil service, and the colonial service; and that businessmen formed an even smaller contingent of Oxbridge entrants or alumni, the majority having no secondary education of any kind. The business element increased somewhat before 1914, probably more as a consequence of the declining importance of family firms with the rise of large corporate companies than as a response to modernisation of public school and university courses. It was not until after 1945 that the majority of leading businessmen were public school and university educated. Hence only since 1945 have public school and university graduates been in a position to exercise decisive influence on the performance of the economy.
Ross McKibbin
- Published in print:
- 1998
- Published Online:
- September 2011
- ISBN:
- 9780198206729
- eISBN:
- 9780191677298
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206729.003.0006
- Subject:
- History, British and Irish Modern History, Social History
This chapter examines the development of state education until the early 1950s, the nature and standing of the public schools, and the growth of the universities and their relationship to wider ...
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This chapter examines the development of state education until the early 1950s, the nature and standing of the public schools, and the growth of the universities and their relationship to wider society. It looks at the comparative failure of technical education, the function of intelligence testing, and the beginnings of the movement for comprehensive schooling. It also assesses the degree to which, if at all, education promoted social mobility. The discussion suggests that there were few things in England less class-neutral than its educational system, or more problematic than social mobility. The history of English education in these years is a history of failure. Even though the state became more active in the educational system, the hopes which animated the 1918 and 1944 legislation — for a national, democratic, and technically effective system — were not achieved.Less
This chapter examines the development of state education until the early 1950s, the nature and standing of the public schools, and the growth of the universities and their relationship to wider society. It looks at the comparative failure of technical education, the function of intelligence testing, and the beginnings of the movement for comprehensive schooling. It also assesses the degree to which, if at all, education promoted social mobility. The discussion suggests that there were few things in England less class-neutral than its educational system, or more problematic than social mobility. The history of English education in these years is a history of failure. Even though the state became more active in the educational system, the hopes which animated the 1918 and 1944 legislation — for a national, democratic, and technically effective system — were not achieved.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0001
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
Harrow could be said to be the second most famous school in the English-speaking world, its name synonymous with class, social division, and privileged education. A very English phenomenon, it still ...
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Harrow could be said to be the second most famous school in the English-speaking world, its name synonymous with class, social division, and privileged education. A very English phenomenon, it still arouses feelings of pride and unease, jealousy and hilarity, sentimentality and contempt, love and fury. Harrow remains common shorthand for a certain sort of exclusivity attracting the tawdriest excesses of snobbery and its inverted relative. The prominence of public schools in England's political and social history may not be admired or even admirable but it is inescapable. In that context alone, Harrow's contribution makes it worthy of study. Harrow was one of scores of local grammar schools founded by pious and wealthy men in the 16th and early 17th centuries. This book investigates how Harrow School developed and why, and locates its history within shifting social, political, and educational circumstances that gave rise to such institutions, later sustained them, and more than once threatened their extinction.Less
Harrow could be said to be the second most famous school in the English-speaking world, its name synonymous with class, social division, and privileged education. A very English phenomenon, it still arouses feelings of pride and unease, jealousy and hilarity, sentimentality and contempt, love and fury. Harrow remains common shorthand for a certain sort of exclusivity attracting the tawdriest excesses of snobbery and its inverted relative. The prominence of public schools in England's political and social history may not be admired or even admirable but it is inescapable. In that context alone, Harrow's contribution makes it worthy of study. Harrow was one of scores of local grammar schools founded by pious and wealthy men in the 16th and early 17th centuries. This book investigates how Harrow School developed and why, and locates its history within shifting social, political, and educational circumstances that gave rise to such institutions, later sustained them, and more than once threatened their extinction.
Martha H. Verbrugge
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780195168792
- eISBN:
- 9780199949649
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195168792.003.0006
- Subject:
- History, American History: 20th Century, American History: 19th Century
Chapter 6 examines physical education and sports for boys and girls in the white and black divisions of the segregated public schools in Washington, D.C., from the introduction of formal training in ...
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Chapter 6 examines physical education and sports for boys and girls in the white and black divisions of the segregated public schools in Washington, D.C., from the introduction of formal training in 1889 to racial integration in the mid-1950s. The chapter demonstrates how white leaders systematically used concepts of “difference” to disadvantage certain pupils and teachers along lines of gender and race. Two examples are developed: the privileging of athletic boys through sports, and the subordination of black pupils and staff through segregation. The chapter also discusses the conflicts and resistance that such disparities engendered; it examines how physical educators protected instructional activities in the shadow of athletics, and how the innovative curricula of black gym teachers (including Edwin B. Henderson and Anita J. Turner) challenged racial myths and discrimination. Overall, the chapter illustrates the seemingly paradoxical capacity of “difference” to both disable and empower marginalized groups.Less
Chapter 6 examines physical education and sports for boys and girls in the white and black divisions of the segregated public schools in Washington, D.C., from the introduction of formal training in 1889 to racial integration in the mid-1950s. The chapter demonstrates how white leaders systematically used concepts of “difference” to disadvantage certain pupils and teachers along lines of gender and race. Two examples are developed: the privileging of athletic boys through sports, and the subordination of black pupils and staff through segregation. The chapter also discusses the conflicts and resistance that such disparities engendered; it examines how physical educators protected instructional activities in the shadow of athletics, and how the innovative curricula of black gym teachers (including Edwin B. Henderson and Anita J. Turner) challenged racial myths and discrimination. Overall, the chapter illustrates the seemingly paradoxical capacity of “difference” to both disable and empower marginalized groups.
Douglas A Hicks
- Published in print:
- 2009
- Published Online:
- January 2009
- ISBN:
- 9780195337174
- eISBN:
- 9780199868407
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195337174.003.0007
- Subject:
- Religion, Religion and Society
This chapter explores a particular application of the well-accepted view that effective leaders both understand and help shape their institution’s culture. Language and religious symbols make a vital ...
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This chapter explores a particular application of the well-accepted view that effective leaders both understand and help shape their institution’s culture. Language and religious symbols make a vital difference in developing a vision of society. This chapter analyzes three cases in which leaders acted to transform public culture towards inclusion vis-à-vis America’s religious diversity: William and Mary President Gene Nichol and his decision about the Wren cross; Keith Ellison, a U.S. Muslim congressman, and his swearing-in using a Quran; and former U.S. President Bill Clinton and his statements on religion in public schools and on religion in the federal workplace. These cases suggest that good leadership requires facing the dilemmas that religious symbols can create, and then transforming them into opportunities to expand American public culture. Each case sheds light on what leaders should and should not do to shape the culture.Less
This chapter explores a particular application of the well-accepted view that effective leaders both understand and help shape their institution’s culture. Language and religious symbols make a vital difference in developing a vision of society. This chapter analyzes three cases in which leaders acted to transform public culture towards inclusion vis-à-vis America’s religious diversity: William and Mary President Gene Nichol and his decision about the Wren cross; Keith Ellison, a U.S. Muslim congressman, and his swearing-in using a Quran; and former U.S. President Bill Clinton and his statements on religion in public schools and on religion in the federal workplace. These cases suggest that good leadership requires facing the dilemmas that religious symbols can create, and then transforming them into opportunities to expand American public culture. Each case sheds light on what leaders should and should not do to shape the culture.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0011
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
Early 19th-century Harrow witnessed the school's descent from the second most popular and, for its meagre endowment, easily the most successful public school in England to one facing closure. In ...
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Early 19th-century Harrow witnessed the school's descent from the second most popular and, for its meagre endowment, easily the most successful public school in England to one facing closure. In 1805, George Butler inherited over 250 pupils and an established reputation. In December 1844, Christopher Wordsworth left with just sixty-nine on the roll, with probably fewer in residence, the governors, in June of that year having acknowledged ‘the probable Dissolution of the School’. The reasons for Harrow School's apparent collapse are not as obvious as a bare recital of the elements of decline might suggest. There were external challenges common to all public schools, notably prolonged agricultural depression, the great financial crash of the autumn of 1825, and the economic crises of 1837 and 1842. However, the consequences of industrialization had some direct benefits. More insidious than the vagaries of the new industrial cycles or the malaise in agriculture following the end of the French wars were the vociferous attacks on the public school system of education.Less
Early 19th-century Harrow witnessed the school's descent from the second most popular and, for its meagre endowment, easily the most successful public school in England to one facing closure. In 1805, George Butler inherited over 250 pupils and an established reputation. In December 1844, Christopher Wordsworth left with just sixty-nine on the roll, with probably fewer in residence, the governors, in June of that year having acknowledged ‘the probable Dissolution of the School’. The reasons for Harrow School's apparent collapse are not as obvious as a bare recital of the elements of decline might suggest. There were external challenges common to all public schools, notably prolonged agricultural depression, the great financial crash of the autumn of 1825, and the economic crises of 1837 and 1842. However, the consequences of industrialization had some direct benefits. More insidious than the vagaries of the new industrial cycles or the malaise in agriculture following the end of the French wars were the vociferous attacks on the public school system of education.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0018
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
In an institution whose Head possessed dictatorial powers of decision, arbitration, appointment, dismissal, and patronage, deference was not restricted to pupils. James Welldon had identified ...
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In an institution whose Head possessed dictatorial powers of decision, arbitration, appointment, dismissal, and patronage, deference was not restricted to pupils. James Welldon had identified discipline as Harrow School's main characteristic, by which he meant obedience, its imposition generally regarded by teachers in public schools as the basis of successful education. It implied anything from maintaining order to unchallenging acceptance of social rules, restrictions, and traditions by masters as well as boys. Throughout the 20th century, the apparent price of the ‘total’ education of independent boarding schools was submission; its package insularity. Harrow needed the support of parents, donors, and old boys; it had to respond to the demands of public examinations, universities, and employers. Legislation concerning health, hygiene, safety, ancient monuments, corporal punishment, employment, and education itself directly influenced the management and nature of the school. This chapter also looks at the tenure of Head Masters Paul Vellacott and Robert Leoline James.Less
In an institution whose Head possessed dictatorial powers of decision, arbitration, appointment, dismissal, and patronage, deference was not restricted to pupils. James Welldon had identified discipline as Harrow School's main characteristic, by which he meant obedience, its imposition generally regarded by teachers in public schools as the basis of successful education. It implied anything from maintaining order to unchallenging acceptance of social rules, restrictions, and traditions by masters as well as boys. Throughout the 20th century, the apparent price of the ‘total’ education of independent boarding schools was submission; its package insularity. Harrow needed the support of parents, donors, and old boys; it had to respond to the demands of public examinations, universities, and employers. Legislation concerning health, hygiene, safety, ancient monuments, corporal punishment, employment, and education itself directly influenced the management and nature of the school. This chapter also looks at the tenure of Head Masters Paul Vellacott and Robert Leoline James.
J. R. De S. Honey and M. C. Curthoys
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780199510177
- eISBN:
- 9780191700972
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199510177.003.0023
- Subject:
- History, British and Irish Modern History
The Cambridge historian G. G. Coulton, writing in 1923, identified what he claimed was ‘probably the greatest educational movement of nineteenth century Europe’: this was the new public school system ...
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The Cambridge historian G. G. Coulton, writing in 1923, identified what he claimed was ‘probably the greatest educational movement of nineteenth century Europe’: this was the new public school system which grew out of Arnold's Rugby. Whatever our reservations about the continuing influence of that tradition, there is no doubt that these schools became what has been described as ‘defining institutions’ for education in England during that period. We should therefore not be surprised to find that this influence was also predominant in Oxford University, both in respect of recruitment and in the character of its social life. A ramshackle and partly discredited form of education available for relatively small numbers of the aristocracy, gentry, clergy, and professional classes in the early part of the century gave place to a new formula.Less
The Cambridge historian G. G. Coulton, writing in 1923, identified what he claimed was ‘probably the greatest educational movement of nineteenth century Europe’: this was the new public school system which grew out of Arnold's Rugby. Whatever our reservations about the continuing influence of that tradition, there is no doubt that these schools became what has been described as ‘defining institutions’ for education in England during that period. We should therefore not be surprised to find that this influence was also predominant in Oxford University, both in respect of recruitment and in the character of its social life. A ramshackle and partly discredited form of education available for relatively small numbers of the aristocracy, gentry, clergy, and professional classes in the early part of the century gave place to a new formula.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0013
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
Of all the 19th-century Royal Commissions of inquiry and subsequent reforms of established English institutions such as the army, civil service, and universities, the oddest by far concerned public ...
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Of all the 19th-century Royal Commissions of inquiry and subsequent reforms of established English institutions such as the army, civil service, and universities, the oddest by far concerned public schools during the period 1861–4. Initiated by liberal reformers in response to a growing critical clamour, reform of the grandest public schools in England was conducted by moderate sympathizers who desired to strengthen rather than transform. The subsequent legislation was largely a House of Lords Bill, finally piloted through parliament by a Conservative administration. The wider implications of the Clarendon Commission and the resulting Public School Act (1868) designed to institute public school reform were more startling. Head Masters' power remained as unshaken as their classical education; their curriculum and discipline were held up as models for emulation. Throughout, the Harrow School governors and masters, especially the Head Master, Montagu Butler, were determined that there should be as little upheaval as possible and less external interference in the way the public school was run.Less
Of all the 19th-century Royal Commissions of inquiry and subsequent reforms of established English institutions such as the army, civil service, and universities, the oddest by far concerned public schools during the period 1861–4. Initiated by liberal reformers in response to a growing critical clamour, reform of the grandest public schools in England was conducted by moderate sympathizers who desired to strengthen rather than transform. The subsequent legislation was largely a House of Lords Bill, finally piloted through parliament by a Conservative administration. The wider implications of the Clarendon Commission and the resulting Public School Act (1868) designed to institute public school reform were more startling. Head Masters' power remained as unshaken as their classical education; their curriculum and discipline were held up as models for emulation. Throughout, the Harrow School governors and masters, especially the Head Master, Montagu Butler, were determined that there should be as little upheaval as possible and less external interference in the way the public school was run.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0014
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
In twenty-five years, Montagu Butler admitted more than 4,000 boys to Harrow School, securing its status as a national institution. When advising his successor on teaching the Upper Fourth in 1879, ...
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In twenty-five years, Montagu Butler admitted more than 4,000 boys to Harrow School, securing its status as a national institution. When advising his successor on teaching the Upper Fourth in 1879, John Smith suggested that during the first month of term each new boy should be asked to explain his family motto to the form; he never doubted they possessed one. Such extensive ties of association within the ruling elite provided the basis for Harrow's fame. Even appointments to Assistant Masterships were deemed of sufficient public interest to warrant gazetting in The Times. Sentiment thrived on success. Privileged by birth and wealth, Butler's Harrovians achieved much on their own account in those spheres most cherished by Victorian public schools: public service, the professions, the church, and academic life. Butler presided over one of the great powerhouses of the late 19th-century British Establishment during a Head Mastership that defined Harrow's reputation, character, and standing. Two of Butler legacies were the school songs and sports.Less
In twenty-five years, Montagu Butler admitted more than 4,000 boys to Harrow School, securing its status as a national institution. When advising his successor on teaching the Upper Fourth in 1879, John Smith suggested that during the first month of term each new boy should be asked to explain his family motto to the form; he never doubted they possessed one. Such extensive ties of association within the ruling elite provided the basis for Harrow's fame. Even appointments to Assistant Masterships were deemed of sufficient public interest to warrant gazetting in The Times. Sentiment thrived on success. Privileged by birth and wealth, Butler's Harrovians achieved much on their own account in those spheres most cherished by Victorian public schools: public service, the professions, the church, and academic life. Butler presided over one of the great powerhouses of the late 19th-century British Establishment during a Head Mastership that defined Harrow's reputation, character, and standing. Two of Butler legacies were the school songs and sports.
Christopher Tyerman
- Published in print:
- 2000
- Published Online:
- October 2011
- ISBN:
- 9780198227960
- eISBN:
- 9780191678776
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198227960.003.0015
- Subject:
- History, British and Irish Medieval History, British and Irish Modern History
On June 15, 1912, King George V and Queen Mary attended Speech Day at Harrow School, receiving a loyal address from the boys, hearing songs, and taking tea with the Head Master and a fair proportion ...
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On June 15, 1912, King George V and Queen Mary attended Speech Day at Harrow School, receiving a loyal address from the boys, hearing songs, and taking tea with the Head Master and a fair proportion of the British Establishment. This was pre-war England at its palmiest, most confident, most powerful with Harrow at its centre, ‘a national possession’. Beneath the bunting, all was rather less secure. Numbers had been declining for a decade and were about to slip below 500 for the first time in over a generation. For forty years, the governors had been waging an unsuccessful campaign to balance the books. Like many other public schools, Harrow had been in the forefront of shaping and sustaining the ideology and practice of imperialism. The surrender of the ideal of service to the City of God to service to the City of Man was just one more symptom of how the anxieties of economic and social change had replaced theological religion with political religion. James Welldon personified this transition.Less
On June 15, 1912, King George V and Queen Mary attended Speech Day at Harrow School, receiving a loyal address from the boys, hearing songs, and taking tea with the Head Master and a fair proportion of the British Establishment. This was pre-war England at its palmiest, most confident, most powerful with Harrow at its centre, ‘a national possession’. Beneath the bunting, all was rather less secure. Numbers had been declining for a decade and were about to slip below 500 for the first time in over a generation. For forty years, the governors had been waging an unsuccessful campaign to balance the books. Like many other public schools, Harrow had been in the forefront of shaping and sustaining the ideology and practice of imperialism. The surrender of the ideal of service to the City of God to service to the City of Man was just one more symptom of how the anxieties of economic and social change had replaced theological religion with political religion. James Welldon personified this transition.
William E. Ellis
- Published in print:
- 2011
- Published Online:
- September 2011
- ISBN:
- 9780813129778
- eISBN:
- 9780813135724
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813129778.003.0007
- Subject:
- History, American History: 20th Century
From the beginning of World War II, elementary and secondary education in the Commonwealth of Kentucky struggled to keep up with national trends. Casting its lot with the South after the Civil War ...
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From the beginning of World War II, elementary and secondary education in the Commonwealth of Kentucky struggled to keep up with national trends. Casting its lot with the South after the Civil War handicapped the state educationally, particularly in “following the color line”. As throughout Kentucky's educational history, there were, from time to time, moments of reform followed by regression. World War II once again stretched Kentucky's educational institutions to the limits. The improved economic conditions of wartime prosperity, coupled with manpower shortages, ended the need for New Deal programs such as the PWA, the WPA, the CCC, the NYA, and others, many of which had enhanced education in Kentucky. Throughout Kentucky's history, its schools had labored to keep up with national trends and norms. Consolidation and merger of the public schools of the commonwealth proceeded at an increasing rate and scale throughout the post-World War II era.Less
From the beginning of World War II, elementary and secondary education in the Commonwealth of Kentucky struggled to keep up with national trends. Casting its lot with the South after the Civil War handicapped the state educationally, particularly in “following the color line”. As throughout Kentucky's educational history, there were, from time to time, moments of reform followed by regression. World War II once again stretched Kentucky's educational institutions to the limits. The improved economic conditions of wartime prosperity, coupled with manpower shortages, ended the need for New Deal programs such as the PWA, the WPA, the CCC, the NYA, and others, many of which had enhanced education in Kentucky. Throughout Kentucky's history, its schools had labored to keep up with national trends and norms. Consolidation and merger of the public schools of the commonwealth proceeded at an increasing rate and scale throughout the post-World War II era.
