Abstract
WHILE ONLY Abbotsholme claimed in 1890 to be providing an education for the sons of the directing classes who might ordinarily go to public schools, the other schools had the same clientele in mind-daughters as well as sons at Bedales and King Alfred ’s. These schools in the 1890s provided be-tween them a curriculum such as we find in many schools today: English, modern languages, mathematics, sciences (including geology, physics, chemistry, biology), history, geography, some economics, and social studies. Physical education included walking, climbing, swimming, cycling, canoeing, and, to a limited degree, gymnastics and the usual school games. Work on the land and in the daily routine of the home was related to physical fitness, and was intended to lead to an understanding of basic crafts and skills and a deeply woven awareness of the interdependence of a human community. Boys and girls painted, sculpted, worked in wood, and made music as part of normal life. None of this kind of thinking was found to any notable degree in the public or maintained schools at the time.
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Notes
L. R. Perry, ‘What is an Educational Situation?’, in Philosophical Analysis and Education, ed. R. D. Archambault (London, 1965), pp. 59–86. See also his editorial comments passim in Bertrand Russell, A. S. Neill, Homer Lane, W. H. Kilpatrick.
R. L. Finney, A Sociological Philosophy of Education (New York, 1928). For a recent contribution to the discussion of this whole issue,
See Elizabeth Richardson, The Environment of Learning (London, 1967).
W. Waller, The Sociology of Teaching (New York, 1932), p. 297.
K. Barnes, ‘Do they know what they want?’, in The Guardian, 29 Mar. 1967.
See R. Pedley, The Comprehensive School (London, 1963). Quoted here from ‘Comprehensive Schools ’, in Anarchy (Aug. 1962), p. 231.
For details, see G. Holmes, The Idiot Teacher (London, 1952).
From an article by M. Hamlyn in The Sunday Times, 10 Jan. 1965. An extended consideration of this school is to be found in
Leila Berg, Risinghill: Death of a Comprehensive School (London, 1968). Mrs. Berg is highly critical of the L.C.C. and favourable to the continuation of Mr. Duane’s work at Risinghill, which after his departure was renamed Starcross School.
J. Ellerby, ‘Mr. Duane of Risinghill ’, in Anarchy (Feb. 1965), p. 56.
L. C. Taylor (ed.), Experiments in Education at Sevenoaks (London, 1965).
E. Blishen, ‘Experiments in Education’, in The Daily Telegraph, 22 Apr. 1966, p. 19.
E. Blishen (ed.), The School That I ’d Like (London, 1969).
See also the impact of Ivan Illich, Deschooling Society (London, 1971) and Celebration of Awareness (London, 1971) and the writings of Paul Goodman.
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© 1972 W. A. C. Stewart
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Stewart, W.A.C. (1972). Conclusion. In: Progressives and Radicals in English Education 1750–1970. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-01220-6_24
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