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.
KeywordsPublic School Juvenile Court Comprehensive School Independent School Radical School
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- 1.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.Google Scholar
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- 9.For details, see G. Holmes, The Idiot Teacher (London, 1952).Google Scholar
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- 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.Google Scholar
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- See also the impact of Ivan Illich, Deschooling Society (London, 1971) and Celebration of Awareness (London, 1971) and the writings of Paul Goodman.Google Scholar