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Newcastle Commission
The Newcastle Commission set up in 1859 inquired "into the state of public education in England and to consider and report what measures, if any, are required for the extension of sound and cheap elementary instruction to all classes of the people". It produced the 1861 Newcastle Report and this led to the 1870 Elementary Education Act (Forster Act). Context In the 1850s, much of the schooling of the working-classes was still informal or semi-formal. On the whole there was little geographical consistency. Some schooling was provided privately, though most was organised through the workhouse schools, the Anglican National Schools and the non-conformist British Schools. The factory school envisaged by The Factory Act 1833 which had made it compulsory for mill-owners to provide prove apprentices were receiving an education, never materialised. Instead this was done by producing a certificate of attendance at schools elsewhere. Formal teaching was done using the Lancaster-Bell ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Report Of The Commissioners Appointed To Inquire Into The State Of Popular Education In England (IA Reportofcommissi01grea)
A report is a document that presents information in an organized format for a specific audience and purpose. Although summaries of reports may be delivered orally, complete reports are almost always in the form of written documents. Usage In modern business scenario, reports play a major role in the progress of business. Reports are the backbone to the thinking process of the establishment and they are responsible, to a great extent, in evolving an efficient or inefficient work environment. The significance of the reports includes: * Reports present adequate information on various aspects of the business. * All the skills and the knowledge of the professionals are communicated through reports. * Reports help the top line in decision making. * A rule and balanced report also helps in problem solving. * Reports communicate the planning, policies and other matters regarding an organization to the masses. News reports play the role of ombudsman and levy checks and balances o ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
1870 Elementary Education Act
The Elementary Education Act 1870, commonly known as Forster's Education Act, set the framework for schooling of all children between the ages of 5 and 12 in England and Wales. It established local education authorities with defined powers, authorized public money to improve existing schools, and tried to frame conditions attached to this aid so as to earn the goodwill of managers. It has long been seen as a milestone in educational development, but recent commentators have stressed that it brought neither free nor compulsory education, and its importance has thus tended to be diminished rather than increased.Nigel Middleton, "The Education Act of 1870 as the Start of the Modern Concept of the Child." British Journal of Educational Studies 18.2 (1970): 166-179. The law was drafted by William Forster, a Liberal MP, and it was introduced on 17 February 1870 after campaigning by the National Education League, although not entirely to their requirements. In Birmingham, Joseph Cham ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Ragged School
Ragged schools were charitable organisations dedicated to the free education of destitute children in 19th century Britain. The schools were developed in working-class districts. Ragged schools were intended for society's most destitute children. Such children, it was argued, were often excluded from Sunday School education because of their unkempt appearance and often challenging behaviour. The London Ragged School Union was established in April 1844 to combine resources in the city, providing free education, food, clothing, lodging and other home missionary services for poor children. Although the London Ragged School Union did not extend beyond the metropolis, its publications and pamphlets helped spread ragged school ideals across the country. They were phased out by the final decades of the 19th century. Working in the poorest districts, teachers (who were often local working people) initially utilized stables, lofts, and railway arches for their classes. The majority of t ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
National School (England And Wales)
A National school was a school founded in 19th century England and Wales by the National Society for Promoting Religious Education. These schools provided elementary education, in accordance with the teaching of the Church of England, to the children of the poor. Together with the less numerous British schools of the British and Foreign School Society, they provided the first near-universal system of elementary education in England and Wales. The schools were eventually absorbed into the state system, either as fully state-run schools or as faith schools funded by the state. History Prior to 1800, education for poorer children was limited to isolated charity schools. In 1808 the Royal Lancastrian Society (later the British and Foreign School Society) was created to promote schools using the Monitorial System of Joseph Lancaster. The National Society was set up in 1811 to establish similar schools using the system of Dr Andrew Bell, but based on the teachings of the Church o ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
British And Foreign School Society
The British and Foreign School Society (BFSS) offers charitable aid to educational projects in the UK and around the world by funding schools, other charities and educational bodies. It was significant in the history of education in England, supporting free British Schools and teacher training in the 19th century; it continued in the latter role until the 1970s. In the 19th century it fiercely competed with the National Society for Promoting Religious Education, which had the support of the established Church of England, the local parishes, and Oxford and Cambridge universities. Both institutions promoted the monitorial system, whereby few paid teachers supervise the senior students who in turn taught the younger students. Current status As its teacher training colleges have closed and the Society has gathered more capital, it has used its funds to provide grants for educational projects around the world. Details of its activities can be found in its Annual Reports and the rest of ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Factory Act 1833
The Factory Acts were a series of acts passed by the Parliament of the United Kingdom to regulate the conditions of industrial employment. The early Acts concentrated on regulating the hours of work and moral welfare of young children employed in cotton mills but were effectively unenforced until the Act of 1833 established a professional Factory Inspectorate. The regulation of working hours was then extended to women by an Act of 1844. The Factories Act 1847 (known as the Ten Hour Act), together with Acts in 1850 and 1853 remedying defects in the 1847 Act, met a long-standing (and by 1847 well-organised) demand by the millworkers for a ten-hour day. The Factory Acts also sought to ameliorate the conditions under which mill-children worked with requirements on ventilation, sanitation, and guarding of machinery. Introduction of the ten-hour day proved to have none of the dire consequences predicted by its opponents, and its apparent success effectively ended theoretical objectio ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Monitorial System
The Monitorial System, also known as Madras System or Lancasterian System, was an education method that took hold during the early 19th century, because of Spanish, French, and English colonial education that was imposed into the areas of expansion. This method was also known as "mutual instruction" or the "Bell–Lancaster method" after the British educators Andrew Bell and Joseph Lancaster who both independently developed it. The method was based on the abler pupils being used as 'helpers' to the teacher, passing on the information they had learned to other students. Monitorial Systems The Monitorial System was found very useful by 19th-century educators, as it proved to be a cheap way of making primary education more inclusive, thus making it possible to increase the average class size. Joseph Lancaster's motto for his method was ''Qui docet, discit'' – "He who teaches, learns." The methodology was adopted by the Roman Catholic Church in England and Wales, and later by the ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
James Kay-Shuttleworth
Sir James Phillips Kay-Shuttleworth, 1st Baronet (20 July 1804 – 26 May 1877, born James Kay) of Gawthorpe Hall, Lancashire, was a British politician and educationist. He founded a further-education college that would eventually become Plymouth Marjon University. Early life He was born James Kay at Rochdale, Lancashire, the son of Robert Kay and the brother of Joseph Kay and Sir Edward Ebenezer Kay. Career At first engaged in a Rochdale bank, he became in 1824 a medical student at the University of Edinburgh. He settled in Manchester about 1827 and was instrumental in setting up the Manchester Statistical Society. He worked for the Ardwick and Ancoats Dispensary. While still known simply as Dr James Kay, he wrote ''The Moral and Physical Condition of the Working Class Employed in the Cotton Manufacture in Manchester'' (1832), which Friedrich Engels cited in ''The Condition of the Working Class in England''. The experience he gained of the conditions of the poor in Lancashi ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Henry Pelham-Clinton, 5th Duke Of Newcastle
Henry Pelham Fiennes Pelham-Clinton, 5th Duke of Newcastle-under-Lyne, (22 May 181118 October 1864), styled Earl of Lincoln before 1851, was a British politician. Background Newcastle was the son of Henry Pelham-Clinton, 4th Duke of Newcastle-under-Lyne, by his wife Georgina Elizabeth, daughter of Edward Miller-Mundy. He was educated at Eton and Christ Church, Oxford, where he took his B.A. degree in 1832, and was created a D.C.L. in 1863. Political career Newcastle was returned to Parliament for South Nottinghamshire in 1832, a seat he held until 1846, and then represented Falkirk Burghs until 1851, when he succeeded his father in the dukedom. Initially a Tory, he served under Sir Robert Peel as First Commissioner of Woods and Forests from 1841 to 1846 and as Chief Secretary for Ireland in 1846, as the effects of the Great Irish Famine began to take hold. He was admitted to the British Privy Council in 1841, and to the Irish Privy Council on 14 February 1846. Newcastle ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Dame School
Dame schools were small, privately run schools for young children that emerged in the British Isles and its colonies during the early modern period. These schools were taught by a “school dame,” a local woman who would educate children for a small fee. Dame schools were extremely localized, and could typically be found at the town or parish level. At dame schools, children could be expected to learn reading and arithmetic, and were sometimes also educated in writing. Girls were often instructed in handiwork such as knitting and sewing.Martin, Christopher. ''A Short History of English Schools'', (East Sussex: Wayland Publishers Ltd, 1979), 5, 8–9. Dame schools lasted from the sixteenth century to about the mid-nineteenth century, when compulsory education was introduced in Britain.McCann, Phillip. ''Popular education and socialization in the nineteenth century'', (London: Methuen & Co Ltd, 1977), 29–30. In many senses, dame schools were the precursors to present-day n ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Robert Lowe
Robert Lowe, 1st Viscount Sherbrooke, GCB, PC (4 December 1811 – 27 July 1892), British statesman, was a pivotal conservative spokesman who helped shape British politics in the latter half of the 19th century. He held office under William Ewart Gladstone as Chancellor of the Exchequer between 1868 and 1873 and as Home Secretary between 1873 and 1874. Lowe is remembered for his work in education policy, his opposition to electoral reform and his contribution to modern UK company law. Gladstone appointed Lowe as Chancellor expecting him to hold down public spending. Public spending rose, and Gladstone pronounced Lowe "wretchedly deficient"; most historians agree. Lowe repeatedly underestimated the revenue, enabling him to resist demands for tax cuts and to reduce the national debt instead. He insisted that the tax system be fair to all classes. By his own main criterion of fairness — that the balance between direct and indirect taxation remain unchanged — he succeeded. Eve ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Education In The United Kingdom
Education in the United Kingdom is a devolved matter with each of the countries of the United Kingdom having separate systems under separate governments: the UK Government is responsible for England; whilst the Scottish Government, the Welsh Government and the Northern Ireland Executive are responsible for Scotland, Wales and Northern Ireland, respectively. For details of education in each region, see: * Education in England * Education in Northern Ireland * Education in Scotland * Education in Wales The Programme for International Student Assessment coordinated by the OECD currently ranks the overall knowledge and skills of British 15-year-olds as 13th in the world in reading, literacy, mathematics, and science with the average British student scoring 503.7, compared with the OECD average of 493. In 2014, the country spent 6.6 percent of its GDP on all levels of education – 1.4 percentage points above the OECD average of 5.2 percent. In 2017, 45.7 percent of British ag ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
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