Routledge’s pre-eminent position at the forefront of academic Education publishing is represented by this essential collection. The History of Education reprints texts carefully selected on the basis of their influence and prestige, written by the finest historians of education. Together they provide unparalelled international coverage of the development of education from medieval times to the present day, themes covered include:
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Volume 1: Education in Renaissance England
Originally published in 1965, the book is structured as follows:
Part One: Origins
The Medieval Background
The Renaissance Debate in Italy
The Renaissance Debate in England
Part Two: Formal Education
The Grammar Schools
The Inns of Court
Part Three: Informal Education
The Family and Travel
Modern Languages and Literature
Merchants, Navigators and Landowners
317pp., 12 b&w plates, £80
Volume 2: Education for Leadership: The international administrative staff colleges, 1948–84
A. T. Cornwall-Jones
Originally published in 1985.
As well as being a history of administrative staff colleges in the UK, Australia, New Zealand, Pakistan, India, Bangladesh, the Philippines and Ghana the colleges’ contribution to the development of effective managers is evaluated. As well as an extensive index, the volume also contains a glossary of all the terms used.
220pp, 25 b&w illust. £80
Volume 3: The Playgroup Movement
Originally published in 1973, this reprints the fourth, updated edition of 1983.
‘… a splendid book … professional knowledge distilled by wide experience to a rare wisdom.’ Times Educational Supplement
‘… a mine of information on every aspect of the playgroup movement’ Child Education
This book defines playgroups, examines their needs and problems and traces the growth of the association to meet the demands of a lively and demanding movement.
Volume 4: Growth in English Education, 1946–1952
H. C. Dent
Originally published in 1954, this volume examines the historical background to the Education Act of 1944 and the social and political difficulties of its implementation. This volume also traces the development of teaching training in the post-war years. It also looks at the foundations of the examination system in secondary schools: the School Certificate, ‘O’ and ‘A’ levels. The last section of the book also examines university expansion.
Volume 5: The Changing Sixth Form in the Twentieth Century
A. D. Edwards
Originally published 1970.
This book traces the history of the sixth form in Britain from the first decade of this century and follows the continuing debate over its function to the present day. It analyses what kind of organisation is required to meet the demands of rising numbers and questions whether the needs of older adolescents can be better met in the ‘new’ sixth form of the comprehensive school or in a separate type of sixth form college. The book also discusses the balance between general and specialized courses.
Volume 6: The Comprehensive School 1944–1970: The politics of secondary school reorganization
I. G. K. Fenwick
Originally published in 1976, this survey of policy-making in secondary education in Britain from 1944–1977 analyses the relationship between the politician and the educationist and the part each plays in the policy-making process, paying particular attention to the role of central and local government, the teachers’ organizations and the political parties. The volume illustrates how the anticipated importance of the teachers’ organizations in initiating changes in policy was ill-founded while the political parties made a valuable contribution.
Volume 7: Education in the Second World War: A study in policy and administration
P. H. J. H. Gosden
Originally published in 1976.
‘… a fine and valuable study.’ The Times Higher Education Supplement
This substantial study of wartime education, based throughout on original sources, shows how the framework of the present educational system came to be established in the 1944 Education Act.
The book also examines the immediate impact of war on schools and colleges: the evacuation, ARP, aerial bombardment, shortages of staff, accommodation, and materials and the worsening problems of truancy and delinquency.
Volume 8: A History of the Working Men’s College: 1854–1954
J. F. C. Harrison
Originally published in 1954, this is the first full-length account of the history of the Working Men’s College in St Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London’s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself to the demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition.
214pp., 8 b&w
Volume 9: Learning and Living 1790–1960: A Study in the History of the English Adult Education Movement
J. F. C. Harrison
Originally published in 1961, the book charts the dynamics of successive phases of the adult education movement and shows the social origin and development of the ideas and attitudes of those involved with it. The book is divided into three parts:
Part One: Learning and Living in the First Industrial Society
Part Two: Learning and Living in Victorian England
Part Three: Learning and Living in a Mass Democracy Index
404pp., 20 b&w illus, £80
Volume 10: The Changing Curriculum
History of Education Society
Originally published in 1971.
Recent years have seen a renewal of interest in the field of curriculum development. Until now, however, relatively little account has been taken of the historical aspects of curriculum change.
Topics covered include:
Volume 11: Education and the Professions
History of Education Society
Originally published in 1973.
Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received.
This volume explores the interaction between education and the professions: from the sociologist’s and the teaching profession’s standpoints. It also looks at the education of the main professions in sixteenth century England and at how twentieth-century university teaching is a key profession for the training of new recruits to other professions.
Contributors include: Geoffrey Millerson, Kenneth Charlton, T. W. Bamford, J. L. Dobson, and Harold Perkin.
Volume 12: The History of Education in Europe
History of Education Society
There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families.
This volume, originally published in 1974, examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge.
The countries discussed include: France, Germany, the former Soviet Union, Poland, and Sweden.
Volume 13: History, Sociology and Education
History of Education Society
Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from, and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own aims and methodology.
Volume 14: Local Studies and the History of Education
History of Education Society
Originally published in 1972, this book is concerned with education as part of a larger social history.
Volume 15: Educational Policy and the Mission Schools: Case Studies from the British Empire
Edited by Brian Holmes
Originally published 1967, this title reveals how the missionaries, so often misguided and short-sighted, were in fact pioneers of modernization, science and freedom. The structure of the book allows for comparative analysis and the volume illustrates how some of the social consequences of action through the schools could be foreseen. In addition light is thrown on the results of Imperial rule during the nineteenth century and on the nature of the impact of Western education in Asia and Africa.
Volume 16: Indicative Past: A Hundred Years of the Girls’ Public Day School Trust
Originally published in 1971, this volume is much more than a history of the Girls’ Public Day School Trust; it examines the growth of educational opportunities for girls and is set against a background of changing social attitudes and ideas. The book is mainly concerned with a small group of schools which pioneered girls’ education in the nineteenth century; schools which to this day, whether maintained, direct grant or independent are all concerned to provide the best possible educational opportunities for development and fulfilment to their pupils.
Schools included: Bath, Birkenhead, Blackheath, Brighton & Hove, Bromley, Croydon, Ipswich, Kensington, Liverpool, Newcastle, Norwich, Nottingham, Notting Hill & Ealing, Oxford, Portsmouth, Putney, Sheffield, Shrewsbury, South Hampstead, Streatham Hill, Sutton, Sydenham, Wimbledon.
238pp.16 b&w illust. £80
Volume 17: Mediaeval Education and the Reformation
Study of the history of education often only begins with the nineteenth century. This volume provides an account of the early development of English education.
The schools and universities of the mediaeval period arose to meet the social needs of that time. The book—originally published in 1967—charts developments up to the sixteenth century when the Reformation brought profound social and religious changes which affected education: not only the organisation of schools and universities but also the curriculum. This was the turning point when the foundations of an educational system, in the modern sense of the term, were laid.
Volume 18: A Social History of Education in England
John Lawson and Harold Silver
‘It is supremely successful in relating curricular development to social change …’ New Society
Originally published in 1973, this book describes the medieval origins of the British education system, and the transformations successive historical events—such as the Reformation, the Civil War and the Industrial Revolution—have wrought on it. It examines the effect on the educational pattern of such major cultural upheavals as the Renaissance; it looks at the different parts played by church and state, and the influence of new social and educational philosophies.
502pp, 54 b&w illustrations. £80
Volume 19: The Schools of Medieval England.
A. F. Leach
When originally published in 1915, this work was the first history of English schools before the Reformation, reckoned from the accession of Edward VI. This volume reprints the edition of 1969. Contents include:
369pp. 43 b&w illustrations. £80
Volume 20: A Nineteenth Century Teacher: John Henry Bridges
Whilst not a biography in the strictest sense, this volume—originally published in 1926—presents John Bridges’s life and character against the social and political background of the nineteenth century as well as examining his legacy for current generations.
Volume 21: Popular Education and Socialization in the Nineteenth Century
Edited by Phillip McCann
Originally published in 1977, this volume analyses aspects of elementary schooling in the nineteenth century and the ways in which it prepared working-class children for life in industrial Britain.
The book examines:
Volume 22: Landmarks in the History of Physical Education
P. C. McIntosh
The first part of this volume—originally published in 1957—examines physical education in classical Greece and Imperial Rome during the first and second centuries A.D. and in Italy and England during the Renaissance. Each of these periods witnessed remarkable developments in the practice and theory of physical education: developments which still have present-day significance. The second part of the book traces the simultaneous development of physical education in different parts of the USA and Europe from the end of the eighteenth century onwards.
Countries discussed include: Denmark, Italy, Germany, Sweden, the UK, and the USA.
218pp. 7 b&w illus. £80
Volume 23: Objectives and Perspectives in Education: Studies in Educational Theory 1955–1970
The emphasis of this book—originally published in 1972—is on psychological and cultural understanding of education, in terms of persons and relationships, rather than processes. The book:
Volume 24: Education Since 1800
Originally published in 1970, this volume provides a survey of the wide field of the development of education since 1800. Throughout some of the most important primary and secondary sources are indicated to provide further historical pointers.
The book is structured as follows:
Part One: The General Development of Popular Education
English Elementary Education, the Development of Primary Education, English Secondary Education
Part Two: Specific Topics in Education
Independent, Private and Public Schools, Technical and Technological Education, The Universities, Teacher Training, Further and Adult Education, The Youth Services
Part Three: Educational Thinkers
Johann Friedrich Herbart (1776–1841), Friedrich Froebel (1782–1852), Froebelianism and Montessori, John Dewey (1859–1952).
Volume 25: Church, State and Schools in Britain, 1800–1970.
Useful summaries of the main changes in legislation and educational provision are provided.
Originally published 1971, this volume unravels the complicated history of the religious question in British education. The background of the key Acts of Parliament which established the ‘dual’ system—of Church and Local Authority school—is examined. The changing policies of different religious groupings are analysed, and their outcome in legislation brought out.
Volume 26: Society and Education in England since 1800.
Edited by P. W. Musgrave
Originally published 1968.
‘A comprehensive approach to the study of education and society … it should soon figure on many reading lists …’ Times Literary Supplement
The author examines the ways in which the definitions of education held by different groups with power have changed since 1800 and traces which social institutions exercised the preponderant influence on the growth of the English educational system during the seminal period in which the state system was founded and grew to its present position.
Especial attention is given to the influence of the ideologies of the various social classes, to the growing demands of the economy on the educational system and to changes in the structure of the family.
Volume 27: Edward Thring: Maker of Uppingham School
Headmaster 1853 to 1887
W. F. Rawnsley
Originally published in 1926, this volume charts the achievements of Edward Thring, arguably the most original and striking figure in the schoolmaster world of England in the nineteenth century. Abroad, he was the only English schoolmaster of his generation widely known by name. The principles upon which he relied were that every boy should be taught, and the less able the boy, the more able should be the teacher who was set to deal with him; that no class should exceed twenty-five boys; that each boy should have privacy in the dormitories and that trust between boys and masters was paramount.
These were revolutionary principles in educational terms at the time but they have endured to form the cornerstones of British boarding-schools which are still recognized today.
Volume 28: Abbotsholme: 1889–1899
As well as being a history of Abbotsholme School this volume—originally published in 1900—also examines the general question of the English national education at the turn of the last century.
The material includes:
640pp, 30 b&w illust. £80
Volume 29: Offspring of the Vic: A History of Morley College
The history of Morley College—originally published in 1958—provides an illuminating case-history of the growth and spread of adult education in the half of the nineteenth and early years of the twentieth centuries. Morley College is unique in that it was one of the first of such institutions to proclaim and inculcate absolute sex and class equality. It has always been guided by democratic principles in the sense that the students have been encouraged to play a definite part in the administration of the college—an ethos which continues to this day.
316pp, 12 b&w illus, £80
Volume 30: Education in Britain since 1944.
W. Kenneth Richmond
Originally published 1978, this volume examines the purpose and the functioning of the present education system in the UK and when it was originally published it was the first overall review of developments in British education since the 1944 Education Act. It discusses some of the most significant reforms which have stemmed from developments in the primary schools, in particular from the adoption of child-centred and progressive methods of teaching.
Volume 31: The Evolution of the Comprehensive School: 1926–1972
David Rubinstein and Brian Simon
Originally published 1969, this reprints the second edition of 1973, with updated reading list and bibliography.
‘It provides a scholarly, well-documented survey of comprehensive education in Britain.’ The Times Educational Supplement.
The authors of this volume set the movement towards comprehensive education against its historical background and discuss the main reasons for the decision to establish a national comprehensive system.
Volume 32: J. A. Comenius and the Concept of Universal Education
John Edward Sadler
As well as a substantial introduction, the book includes notes on the contemporaries of Comenius.
Originally published in 1966, this volume reappraises the educational philosophy of Comenius. Until recently the attention given to Comenius and his work concentrated on a narrow interpretation of his pedagogy which played down his pansophic theory. In the second half of the nineteenth century Germany led the way in pedagogical study and Comenius was widely accepted as having laid the foundations of a science of education. The emergence of education as an academic subject in England and the USA led to a considerable interest in the history of educational ideas and Comenius’s work.
Volume 33: English Primary Education and the Progressives, 1914–1939
R. J. W. Selleck
Originally published 1972, this book concerns the progressive movement, its prominent thinkers and its achievements, at a period of vital change in English primary education. The role of progressive educationists, such as Lane, Neill and Montessori is considered. The author asserts that these pioneers gradually made themselves the intellectual orthodoxy in the years between the wars.
Volume 34: The Teaching of English in Schools: 1900–1970
1900–1970 saw extensive changes in the teaching of English in schools. The volume—originally published in 1972—studies English instruction as it developed at junior and secondary level over this period. Using textbooks, method books, Board and Ministry Reports and other contemporary opinion, the book examines the basic questions arising from this historical survey. Whilst the main emphasis is on changes in actual classroom methods, the volume also examines the wider social pressures which have modified the school system in the UK as well as English as a subject in that system.
The book includes an important analytical bibliography of English anthologies, textbooks and studies of English.
Volume 35: The Concept of Popular Education
Originally published 1965. This reprints the 1977 edition which included a new introduction.
‘Enviably familiar with the source material … an original and stimulating piece of research.’ New Society
From the starting point of ‘popular’ charity education, the book traces the dynamic of ideological and social change from the 1790s to the 1830s in terms of attitudes to education and analyses the range of contemporary opinions on popular education. It also examines some of the channels through which ideas about education were disseminated and became common currency in popular movements.
Volume 36: Education as History
The book draws on American as well as British historical and theoretical issues.
Originally published 1983, this book explores the nature of the social history of education. It examines what aspects of the history of education have been neglected and why.
The themes explored include the relationship between education and the emergence of social science, the reputations of educationists, expectations of higher education in the twentieth century, the use of education against poverty and education as policy and case study.
Volume 37: The Education of the Poor: The History of a National School 1824–1974
Pamela and Harold Silver
Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume—originally published 1974—is precisely such a history and the authors trace its story against the background of local and national change in education and society.
On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy.
Volume 38: The Education of the People: A History of primary education in England and Wales in the nineteenth century
Most of the material is taken from scattered and inaccessible official documents: the reports of Commissions, Hansard, Inspectors’ Reports, Acts of Parliament, and Law Reports.
Other sources include manuscript log-books of schools and out-of-print school textbooks.
Originally published in 1967, this book illustrates how, during the nineteenth century, the idea grew up that the provision of universal education was one of the functions of the state. The volume is also a history of that period of education, discussing the main events and describing the actual conditions of the schools.
432pp. 23 b&w illus. £80
Volume 39: The Evolution of the Nursery-Infant School: A History of Infant and Nursery Education in Britain, 1800–1970
The British infant school is a unique institution, in so far as most continental countries begin formal schooling at six or seven rather than five.
Little has been written on the subject of the history of infant education except in relation to the theory and practice of figures such as Pestalozzi, Froebel, Montessori or Robert Owen.
Originally published in 1972, this book considers the actual development of infant schools and education in Britain against the background of industrialization and social change, making clear how this development was influenced by the ideas of particular theorists from both the continent and England.
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