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.


Public School Juvenile Court Comprehensive School Independent School Radical School 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 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
  2. 2.
    R. L. Finney, A Sociological Philosophy of Education (New York, 1928). For a recent contribution to the discussion of this whole issue, Google Scholar
  3. See Elizabeth Richardson, The Environment of Learning (London, 1967).Google Scholar
  4. 4.
    W. Waller, The Sociology of Teaching (New York, 1932), p. 297.CrossRefGoogle Scholar
  5. 7.
    K. Barnes, ‘Do they know what they want?’, in The Guardian, 29 Mar. 1967.Google Scholar
  6. 8.
    See R. Pedley, The Comprehensive School (London, 1963). Quoted here from ‘Comprehensive Schools ’, in Anarchy (Aug. 1962), p. 231.Google Scholar
  7. 9.
    For details, see G. Holmes, The Idiot Teacher (London, 1952).Google Scholar
  8. 10.
    From an article by M. Hamlyn in The Sunday Times, 10 Jan. 1965. An extended consideration of this school is to be found in Google Scholar
  9. 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
  10. 11.
    J. Ellerby, ‘Mr. Duane of Risinghill ’, in Anarchy (Feb. 1965), p. 56.Google Scholar
  11. 12.
    L. C. Taylor (ed.), Experiments in Education at Sevenoaks (London, 1965).Google Scholar
  12. 13.
    E. Blishen, ‘Experiments in Education’, in The Daily Telegraph, 22 Apr. 1966, p. 19.Google Scholar
  13. 14.
    E. Blishen (ed.), The School That I ’d Like (London, 1969).Google Scholar
  14. 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

Copyright information

© W. A. C. Stewart 1972

Authors and Affiliations

  • W. A. C. Stewart

There are no affiliations available

Personalised recommendations