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Abstract

THE SCHOOLS started by Robert Owen and his followers, together with Hazelwood and King’s Somborne, can be regarded as largely native products, responses to the conditions in town and country occasioned by the massive changes to an industrialized England. Dawes and the Hills did not draw heavily on the Continental thinkers, although Owen owed more of a debt to them.

Keywords

High Social Classis Spiritual Change Educational Idea Continental Influence Educational Ideal 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Notes

  1. 1.
    This account of Pestalozzi’s life is based upon K. Silber, Pestalozzi: The Man and His Work (London, 1960), passim.Google Scholar
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    J. H. Pestalozzi, How Gertrude Teaches Her Children, trans. L. E. Holland and F. C. Turner (London, 1894), p. 87.Google Scholar
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    This account of Fellenberg’s life and work is based upon E. M. Gray, ‘The Educational Work of Emanuel von Fellenberg (1771–1844)’ (unpublished M.A. thesis, University of Belfast, 1952).Google Scholar
  4. 5.
    Eventually the Poor School became a semi-normal school, in which a number of boys trained for posts as teachers in rural schools. See Rev. M. C. Woodbridge, ‘Sketches of Hofwyl’, in Letters from Hofwyl by a Parent, on the Educational Institutions of de Feilenberg (London, 1842), appendix, PP. 324–5.Google Scholar
  5. 6.
    Cf. J. Attersoll, Translation of the Reports of M. le Comte de Capo D’Istria and M. Rengger upon the Principles and Progress of the Establishment of M. de Feilenberg at Hofwyl, Switzerlajid (London, 1820), pp. 22–3, 35; Google Scholar
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    C. H. Mayo, A Genealogical Account of the Mayo and Elton Families (London, 2nd ed., 1908), p. 266 n.Google Scholar
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    E. C. Mayne, The Life and Letters of Anne Isabella, Lady Noel Byron (London, 1929), p. 330.Google Scholar
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    F. Smith, The Life and Work of Sir James Kay-Shuttleworth (London, 1923), p. 52. Her admiration for Feilenberg even expressed itself in verse in a sonnet composed in 1839:Google Scholar
  11. 13.
    [Lady Noel Byron], What Feilenberg has Done for Education (London, 1839), p. xi.Google Scholar
  12. 2.
    Cf. H. M. Pollard, Pioneers of Popular Education, 1760–1850 (London, 1956) pp. 214 ff.Google Scholar
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    Cf. W. H. G. Armytage, Four Hundred Years of English Education (Cambridge, 1964), p. 115.Google Scholar
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    E. C. Tufnell, ‘Sir James Kay-Shuttleworth’, Journal of Education, n.s., ii (1877), p. 308.Google Scholar
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    B. C. Bloomfield (ed.), ‘The Autobiography of Sir James Kay-Shuttle-worth’, University of London Institute of Education, Education Libraries Bulletin, Supplement 7 (London, 1964), p. 27 (hereafter ‘Autobiography’).Google Scholar
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    J. Kay-Shuttleworth, Four Periods of Public Education (London, 1862), pp. 100–1.Google Scholar
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    J. P. Kay, ‘Report on the Training of Pauper Children’, Fourth Annual Report of the Poor Law Commissioners for England and Wales, P.P. (1838), xxviii, p. 140; ‘Autobiography’, p. 57.Google Scholar
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    This account is based on ibid., pp. 310 ff.; R. W. Rieh, The Training of Teachers in England and Wales during the Nineteenth Century (London, 1933), pp. 55 ff.; Google Scholar
  19. Rev. J. Allen, ‘Report on the Battersea Training School and the Battersea Village School for Boys’, Minutes of the Committee of Council on Education, 1842–3, P.P. (1843), pp. 12–21.Google Scholar
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    Rev. H. Moseley, ‘Report on the Battersea Training School and the Battersea Village School for Boys’, Minutes of the Committee of Council on Education, 1845, P.P. (1846), xxxii, pp. 244–57, passim.Google Scholar
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    [W. E. Hickson], ‘Educational Movements’, Westminster and Foreign Quarterly Review, liv (Jan. 1851), pp. 402 ff.Google Scholar
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    C. C. Greville, A Journal of the Reign of Queen Victoria from 1837 to 1852 (London, 3 vols., 1885), ii, p. 212.Google Scholar

Copyright information

© W. A. C. Stewart 1972

Authors and Affiliations

  • W. A. C. Stewart

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