Science at Housey

Abstract

Mathematics and physical science studies at Housey greatly inspired Hal and laid strong foundations for an innovative career in several scientific disciplines. Housey’s science teaching that Hal experienced was then excellent and unique amongst British schools. Also CH’s pioneering efforts later had great influence on other schools’ science teaching. Housey’s pre-eminence in scientific teaching was mainly due to Armstrong. He also ensured that CH had other unique features apart from its Science School. They were the Manual Training and Arts Schools. Great Britain, in addition to CH, owes a great debt to Armstrong, yet he is little known today. Perhaps it all began with the unexpected discovery by William Perkin, son of a London carpenter, in 1856 of the first synthetic dye, an intense purple, based on the organic chemical aniline. It was a great improvement on existing dyes, which were derived from natural substances. The synthetic dye was easier to produce and more colour-fast, both in sunlight and after the washing of dyed clothes, than its predecessors. But teaching of science, and particularly chemistry, were then far more advanced in Germany than Britain. Perkin patented his discovery, set up a factory to manufacture his dye and then made a fortune. But in spite of this, before long the synthetic dye industry was controlled by the German chemical industry, to such an extent that British textile manufacturers had to pay royalties to German companies, which had discovered many more synthetic dyes. German progress in devising dyestuffs, as well as fertilisers, pharmaceuticals and photographic products, were at the core of the successes of dominant German industrial companies. These advances all resulted from superior German general chemical knowledge and researches. The dyestuff industry is only one example of the way the UK had fallen behind Germany, France and the USA in terms of technical applications, for these other nations had many technical schools and Britain had none for most of the nineteenth century. That Great Britain was trailing other nations in trade due to its inferior science education was evident at the Great Exhibition of 1851. As a result it was recognised by a few that determined efforts were needed to improve British standards of technical education. Instruction in general science was also inadequate in Britain. This was in spite of Britons having made some most important scientific discoveries in the nineteenth century and the pre-eminence of British railways and steamships. Slowly, the need to modernise both science and industry was recognised. This led to the foundation of the British Association for the Advancement of Science in 1831. Worthies of the City of London Livery Companies were persuaded that better technical education was essential to reduce British industries’ dependence on German companies and products. So in 1876, they founded the City and Guilds Institute, which later extended its activities by establishing the Finsbury Technical College to offer evening classes in the sciences and technology for men who had full time employment. Under its first director, Phillip Magnus, an unusual rabbi who later became an MP and was knighted, it became most successful and one of its chemistry lecturers was Armstrong. He later became a Professor of Applied Chemistry at the Central Institution, subsequently part of Imperial College, London. Apart from promoting dedicated studies in technology and science at schools and technical colleges, Armstrong believed that all school pupils should learn some science (including girls, then a most radical idea) even if their later careers were in other fields. Armstrong was also a most competent researcher. However, he is now best known for his contributions to science education. His PhD was obtained in Germany and his researches included important contributions to the synthetic dyeing industry, so he was very well aware of the urgent need to improve British science and technology in the face of German pre-eminence. Finally, the British government understood this need and passed the Technical Institutes Act in 1889.