Provision for the physically handicapped
The first separate educational provision for physically handicapped children was the Cripples Home and Industrial School for Girls, founded at Marylebone in 1851. A Home for Crippled Boys followed at Kensington in 1865.
Like the schools for the blind and deaf, the priority of these institutions was to teach a trade: any education provided was rudimentary. The children came mainly from poor homes and contributed to their own support by making goods for sale. Little further was done for the physically handicapped until 1890.
Provision for the mentally defective
Before the middle of the 19th century so-called mentally defective children who required custodial care were placed in workhouses and infirmaries. The first specific provision made for them was the Asylum for Idiots established at Highgate in 1847. Like the institutions for the blind and deaf, the Asylum took adults as well as children.
By 1870 there were five asylums, only three of which claimed to provide education. Admission was generally by election or payment. In the same year the newly created Metropolitan Asylum Board established all-age asylums at Caterham, Leavesden and Hampstead. The children were later separated from the adults, and those who were considered to be educable followed a programme of simple manual work and formal teaching. The staff were untrained and classes were very large.
In Scotland, the first establishment for the education of 'imbeciles' was set up at Baldovan in Dundee in 1852 and later became Strathmartine Hospital. An institution for 'defectives' was founded later in Edinburgh: it transferred to a site in Larbert in 1863 and later became the Royal Scottish National Hospital. The Lunacy (Scotland) Act of 1862 recognised the needs of the mentally handicapped and authorised the granting of licences to charitable institutions established for the care and training of imbecile children.
Higher education
The institution of public examinations, in Cambridge from the 18th century and in Oxford from the early 19th, forced the two universities to improve the quality of their teaching and, as a result, they began to recover their prestige.
By the 1830s the exam system for university entrance was firmly established. While this had the effect of raising academic standards within the institutions, it also further restricted university entrance to those from a narrow social class.
Universities Act
But it wasn't just the quality of their teaching they needed to improve, it was also, apparently, the behaviour of their students. Thus the 1825 Universities Act (5 July 1825) authorised the Chancellors of Oxford and Cambridge to appoint Constables to help maintain 'peace and good order' in the university precincts.
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In Oxford, prostitution was apparently also a problem. Section III of the Act declared that:
every common Prostitute and Night-walker, found wandering in any Public Walk, Street, or Highway, within the Precincts of the said University of Oxford, and not giving a satisfactory Account of herself, shall be deemed an idle and disorderly Person ... and shall and may be apprehended and dealt with accordingly.
COMPREHENSION ASSIGNMENTS
A. Discuss how you understand the clauses/sentences below. If still in doubt, discuss them as a class.
1. “Teach the poor to read the Bible, but not to do writing or arithmetic or any of the 'more dangerous subjects' which were 'less necessary or even harmful' (Williams 1961:136)”.
2. 'the steam engine of the moral world'
3. “However, Kay-Shuttleworth's efforts had little effect on the great mass of elementary schools, most of which were set up and run by university graduates with literary and scientific interests. They wanted more culture in the schools, and there was a noticeable tendency to emphasise the superiority of a general non-manual education over any sort of vocational training such as that given in the schools of industry”.
4. “It is doubtless desirable that the poor should be generally instructed in reading, if it were only for the best of purposes - that they may read the Scriptures. As to writing and arithmetic, it may be apprehended that such a degree of knowledge would produce in them a disrelish for the laborious occupations of life”.
5. “… it would render them factious and refractory, as is evident in the manufacturing counties; it would enable them to read seditious pamphlets, vicious books and publications against Christianity; it would render them insolent to their superiors”.
6. “ …Dr Johnson's definition of a grammar school as a school in which the learned languages were grammatically taught, and ruled in the Court of Chancery that it was illegal for the governors of Leeds Grammar School to spend endowment funds on teaching modern and commercial subjects”.
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7. “In no country is the strife between the new and the old educations more vehement - the education which deals with mind as spirit and that which deals with it as matter. In no country are there greater anomalies - greater differences not merely in the means, but in the ends of education ... it runs through the entire system”.
B. Answer the questions on the text.
1. What is the major premise of Industrial revolution in the UK?
2. How did Peel’s Factory Act influence the education of the poor?
3. What was the purpose of the Reform Act 1832?
4. What was the principal aim of Orders in Councils?
5. In what way did the Schools of Industry and the Sunday Schools differ?
6. Who was Robert Owen? What is he famous for?
7. What was the role of the Home and Colonial Institution?
8. How were Elementary Schools established? What were the objections?
9. How did the Great Exhibition of 1851 contribute in technical education in UK?
10. What did Davies Giddy warn the House of Commons about?
11. What was the aim of Five School Sites Act?
12. What the role did the Church of England play in establishing the system of education?
13. When and why did the changes in British Educational System start to be made?
14. What is Thomas Arnold famous for?
15. What made scholars recognize the importance of English and aesthetic subjects?
16. What was the most important achievement of curriculum reform?
17. How was Girls’ education revolutionazed?
Speak Up
DISCUSSION QUESTIONS
1. Which criticisms of the promotion of British System of education do you agree with?
2. Under what circumstances, in your view, was the system of British education developed?
FOLLOW-UP
A. Make a three-minute statement on
a) The industrial revolution
b) New types of schools
c) Mass education
d) Name two notable pioneers and speak on their role
e) The development of special educational needs
f) A broader curriculum
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g) The education of the upper classes
Use texts from the Reader or readings that you find yourself.
B.* Compile a list of Topical Vocabulary necessary to speak on the issue (to be shared in class).
Vocabulary Practice
Ex. 1. Find words in the text to match the definitions below, reproduce the context they are used in;
1. n., a comparative part or share, the correct or pleasing relation of things and parts of a thing;
2. n., does not belong to the science or practice of cultivating the soil or rearing animals;
3. v., make worse, irritate;
4. v., recognize, admit the truth, accept, confirm;
5. n., great change, esp. with much activity, confusion, and sometimes violence;
6. v., bring into prominence, draw attention to;
7. n., a lack or shortage;
8. v., give the right to vote, free;
9. n., a person with disciplinary or other special duties;
10. n., failure to come up to a standard, a defect;
N., the act of giving;
12. n., financial transactions, social intercourse;
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