Figure 1.-- This English cabinet has no indication as to the group pictured or the individuals involved. We believe it is a class portrait at a small, unidentified London girls' school. We think it is a class group because all the girls are about the same age, perhaps about 8-9 years of age. Quite a few of the girls wear lace collars. This was less common in America at the time because of the Fauntleroy Craze for boys. There is one boy who is wearing a sailor suit. We suspect he is the son of on of the teachers and will soon be sent to a boys' preparatory school which may be a bit of a shock for him. Also notice the pooch. The portrait is undated, but we would guess was taken in the 1890s. The studio was A. Swanlune in North Finchley. North Finchley is a suburb of London in the Borough of Barnet, situated 7 miles north-west of Charing Cross. Put your cursor on the image to see the rest of the group.
The idea that it was not impportant to educate girls began to be challenged in the 19th century, although it took some time for attitudes to change. New ideas about girls appeared at the same time that the English were beginning to consider the idea of educating poor children. Both concepts would take some idea to become widely accepted and adopted as public policy. At the onset of the century, 18th century attitides prevailed. The girls attending formal schools were a small minority of well-to do girls who were sent to expensive, fashionable boarding schools. They were a sharp contrast to boys' schools. They had a decidely non-academic curriculum. Girls from middle-class professional and merchant families had a somewhat different path. They were educated at home, but might attend a local day school such as a dame school for a few years. The Victorian Era was a period of reform, despite its modern image as stoggy and conservative. actually new concepts breaking centuries of tradition were adopted by the Victorians. Fundamental changes in education policy , not just girls' education bwere introducd by the Victorians. Education was given more attention than in all of past history. Miss Buss and Miss Beale were leaders in girls' education. They set up early system of girls' education. The idea was to emulate the best boys' schools, and this went so far as to involve wearing of collared blouses somewhat similar to men's shirts, including separate stiff collars. Girls also began wearing ties and blazers, only with shirts and dresses. Frances Mary Buss established the North London Collegiate School (1850). This was the first of the modern fee-paying day schools or High Schools, offering girls the kind of academic education given to boys. Girls benefitted from the various educational reforms as the Government began to become more involved in education and build a public education system. The Endowed Schools Act (1869) provied girls' access to grammar schools, which at the time were the principal secondary schools other that the public (elite private boarding) schools. Previously the grammar schools were almost exclusively male. Emily Shirreff and her sister Maria Grey founded the Girls' Public Day School Company (1872). This made it possible for schools to be owned by trusts or companies and controlled by a board of governors rather than by private individuals. The first British girls' public school, St Andrew's, opened in Scotland (1877). This was followed by Roedean (1885) and Wycombe Abbey (1896). Here we see what looks like a private London girls day school in the 1890s (figure 1). Notice the girls are all wearing dresses, suggesting that it was not a preparatory school, meaning a feeder school preparing younger children for the public schools.
The 1800s
At the onset of the century, 18th century attitides prevailed. Not only was educating boys was seen as the primsry purpse of edczating, but not only was eduycating girlds not seen as kimportabt, kit was lzrgely seen as a waste. The female mind was not viewed as caoable of higher thoughty. The girls attending formal schools were a small minority of well-to do girls who were sent to expensive, fashionable boarding schools. They were a sharp contrast to boys' schools. They had a decidely non-academic curriculum. Girls from middle-class professional and merchant families had a somewhat different path. They were educated at home, but might attend a local day school such as a dame school for a few years. Unfiortunately without photograophy, it is difficult to follow devlopments in much detail.
The 1830s
England cotinued to lag bebind America and Germany in public education. This also ment guirls' education, especially behinf merica where priomaryschools were coedducational. There were, however, incementl steps. For example, the Mechanics' Institute in London was opened to provide educational lectures that were outside of the work day so workers could attend (1823). And only a few years later, the sane was was done for women (1830). < ahref="/royal/eng/royal-ukvI.htm">Princess Victoria became queen (1837). She had just tirned 18 years of age and thus a regerncy was avoided. Many ideas about education were brewing, but they would take time to percolate through the system. Britain was no a wold leader in education, either in educating gils or public education. Here the leading countris were America and Germany. Both America and Germany adopted public education as a point of natiinal policy. The idea of educating girls was slower, but public education led to educating girls, especilly in merica where coeducation was dominnt.
The 1840s
The Victorian Era was a period of reform, despite its modern image as stoggy and conservative. actually new concepts breaking centuries of tradition were adopted by the Victorians. Victoria became queen in 1837, but she was a flighty, poorly educated teenager, who still played with dolls. The fact that educating girls was not seen as important, is the fact that virtually no attention was given to Victori's eduction even though it was increasingly obvious after the death of Princess Charlotte (1817) and Victoria's birth (1819) that she would be queen. Yet no real effiort was made to educate her. Her mother wsas primzarily responsible, but the Giovernment made no effort to even address the matter. What really made the Victorian Era was Albert who was afforded a superb education. This well educated, liberally minded young German prince was vital in turning Vuctoria into one of the most important British monarchs in history. Victoia and Albert married (1840). And from the begginnjng, the prinbcess Royal, Victoria (b. 1840), was afforded an excellebt education and was a gifted student. Her younger brother, Bertie (b. 1841) who would be King Edvaed VII, nuch to his father's disappointment had not interrest or aptitude for study. Thanks to Frenchman Loius Daguerre, photography now existed. Although we see few school photographs in the 1840s. While photography took off in America, it was much slower to devekop in Europe, including Britain. And even in America school portraits are very rare in the 1840s. Fundamental change in education policy, and not just girls' education, was being intrduced by the Victorians. Only about 40 percent of women were literate at the time. We believe tat the low number was primarily because most older wiomen were illiterate. That was low, but a considrable improvement over thr 18th century. Education was being given more attention than in all of England's past history. Miss Buss and Miss Beale were leaders in girls' education. They set up an early system of girls' education. The idea was to emulate the best boys' schools, and this went so far as to involve wearing of collared blouses somewhat similar to men's shirts, including separate stiff collars. Girls also began wearing ties and blazers, only with skirts and dresses.
The 1850s
Britains most prestigious schools were the elite public schools--fee paying boarding schools like Eton. Several of these schools dated back to the 16th cenbtury, but they wereonly for boys. Until the 1850s there were no comparble schools for girls. Some girls were attending primary schools, but not secondary schools. Girls who managed to go to primary school wewe generally given less academic education. Girls did notreceive the kind of academic education available for boys whose parents could afford them. Finally this began to change in the 1850s. Frances Mary Buss established the North London Collegiate School (1850). This was the first of the modern fee-paying day schools or High Schools. Cheltenham Ladies' College was founded (1853).
The 1860s
Girls benefitted from the various educational reforms as the Government began to become more involved in education and build a public education system. We are not sure just why, but fenale litercy was ijncreasing, reaching some 60 npercent ny 1860. The Endowed Schools Act (1869) wasan imortant step. It provied girls' access to grammar schools, which at the time were the principal secondary schools other that the public (elite private boarding) schools. Previously the grammar schools were almost exclusively male.
The 1870s
The British Government finally made a national commitment to public education--The Education Act (1870). This mean that all children, including the firls, would rcieve a primary education. The Act did not address girl's education soecifically. Many primary schools at the time were opened as single-gender schools with difrentiated curriculums, which gendrally mean less academic for the girls. There were some coed schools, but mostly small village schools. Over tome satae primary schools would gradually shift toward coeducation. This was imperant, because a differentiated curriculum was more difficult to pursue in coed schools. Emily Shirreff and her sister Maria Grey founded the Girls' Public Day School Company (1872). This made it possible for schools to be owned by trusts or companies and controlled by a board of governors rather than by private individuals. The first British girls' public (meaning elire private niarding) school, St Andrew's, opened in Scotland (1877).
Major steps werr taken in girls education during the 1880s. This inclue both thevstatesystem and the private sustemn tor the well-to-do. Another major step in educating girls was the Education Act of 1880. The 1870 Act with government funding available had established the state stsyem. The 1880 Act made education compulsory for all children between the ages of 5 and 10 years. Though this at first ignored by many poorer parents who needed the pennies eraned by their children. But this was primarily the biys whom worked ouy=tsude thbhome. The Act guarnateed all girls an education in law, if not in fact. And truant officers were appointed to ensure compliance, even calling on the parents. After a few years was fairly well established. St. Andreww's was followed by another girls' public school, Roedean (1885). In many cases such schools were founded by wealthy women who believed passionatetly in educating girls.
The 1890s
Another girl's public school, Wycombe Abbey, was opened (1896). Here we see what looks like a private London girls day school, perhaps aprep chool, in the 1890s (figure 1). Notice the girls are all wearing dresses rather than any kind of school uniforms, By the 1890s, more anoreboys'm prep schools were adopting uniforms. Far fewer girls than boys went on to the public schools--elite orivate boarding schools. Although more girls piblic scgoolswerebeing established. Parents were generally more reluctant to send girls to boarding schools than boys. Elenor Roosevelt, an awkward, serious childarrived from America (1899). She had vbeen educated by private tutors until the age of 15. She was thenb sent Allenswood Academy in Engkand. She excelled academically under the mentorship of the school’s headmistress, Marie Souvestre (1830-1905). It bwas here she acquired the sence of social responsibility for which she became so notable and which seemns to have attracted a young Franklin Rossecekt to her. Franklin's mother as appaled, she was expctungb a beautiful debutante. .
