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Cyril Norwood and the Ideal of Secondary Education by G. McCulloch PDF

By G. McCulloch

Tracing the lifetime of Sir Cyril Norwood, one among England's such a lot trendy and influential educators, this ebook investigates the historic improvement of secondary schooling in England and Wales in the course of the early 20th century. in this time, an everlasting excellent of secondary schooling linked to Sir Cyril Norwood became dominant. This was once awarded because the real English culture of schooling, in accordance with the beliefs of the good autonomous or public colleges, and culminating within the so-called 1943 Norwood document at the secondary institution curriculum and examinations. *Shortlisted for the Anne Bloomfield booklet Prize

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15 He was prepared to acknowledge that there were some advantages that accrued from their independence, in particular their freedom from the demands of inspectors and the State. ”16 In such cases, the endowment attached to the school appeared not only useless, but actually retrogressive, since it not only maintained the school in existence but also prevented the establishment of new ones. 17 It was these schools therefore that provided the strongest case for active intervention in secondary education on the part of the State.

67 He was also a housemaster, for School House, and taught the Sixth Form pupils in history and the classical languages. The classics dominated the curriculum of Rugby as a whole, while the natural sciences were excluded. J. W. Farrar, master of Marlborough College from 1871 to 1876. P. Stanley, a former pupil of Rugby, and this was taken even further with a novel produced in 1857 by another former pupil, Thomas Hughes: Tom Brown’s Schooldays. This work, perhaps the most famous of all school novels, traces Tom Brown’s career at Rugby, evoking both the ideal of the English public school and the inspiration of Dr.

Middle Class Education and the State 19 inspiration from the Continent, especially in the “French Etons” such as the Toulouse Lyceum. He acknowledged that such schools were probably not of such high quality as the great English public schools such as Eton, but he pointed out that there were only five or six such schools in England, and that they were very expensive to attend. Rugby and Winchester charged fees of about £120 per year, and Eton and Harrow approaching £200 per year. They were unsuitable for the middle class: “But for the common wear and tear of middling life, and at rates tolerable for middling people, what do we produce?

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