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Various kinds of schools offered primary education to English children by the 19th century. there was a diversity of historic schools Many of these schools were types of primary schools. England lagged, however, behind America and the German states in offering a national system of free public schools, a process that began (18th century). Britain had Parliamentary government, but it was hardly a democracy. The suffrage was very limited. Most of the population could not vote. There were even rotten boroughs where there was only one voter--usually an aristocratic land owner. And most of the well to do, especially the land-holding aristocracy, largely controlling Parliament well into the 19th century were suspicious of educating the the children of the families on their estates. The captains of industry were not as opposed, but were not at all sure it was a good idea. The clash between land-holding aristocrats and the rising industrail class first played out in the acrimonious debate over the Corn Laws (1840s). By the mid-19 century, public (at the time called 'popular') education had become an important national issue. If Prince Albert has not died prematurely, we are sure he would have become ia major figure involved in this heated debate. Church organizations opened schools as did some municipalities, but there was no national system. Of particular importance were the Church of England's National Society and the nonconformist British and Foreign School Society. The British Government had begun to financially these two bodies (1833). By mid-century, however, it was becoming increasingly apparent that the churches were unable to create an educational system on the scale needed. A Royal Commission on the State of Popular Education in England, under the chairmanship of the Duke of Newcastle (Henry Pelham) who was appointed to study the issue (1858). The Duke oversaw a detailed study of the state of public education in England and to consider what measures might be required to expand and offer an inexpensive education for all, including the working class. This was the first of three Commissions appointed to study education in England and Wales and recommend needed action (1858 and 1864). Scotland was not include because the Scotts had already launched a system of public schools. Parliament finally decided that all children should be educated and passed the Elementary Education Act (Forster Act) (1870). This implemented the recommendations of the Newcastle Report which a decade earlier had urged Parliament to provide 'sound and cheap' elementary schools for all children aged 5-13. The education provided by these schools was at first far inferior to the level of instruction the private schools. One author insists that the first schools created were 'a whole educational process in themselves and one which is by definition limited and by implication inferior; a low plateau, rather than the foothills of a complete education'. 【Blyth, p. 21.】 At the turn of the 19th century, the education of girls was still very limited. Many parents were not all that interested in educating their daughters. By the time the British Government began studying the school situation, this had begun to change (1850s). And by the time Parliament acted (1870s), there was a growing consensus that girls should be educated. As far as we can tell, Parliament did not address this issue. But the local authorities as they opened schools did. We have not yet been able to determine the extent of single gender schools and coed schools. It should not be thought that there is only one level of state primary schools in England. This is confusing to Americans because the standard in America is six grades (years) of elementary school with kindergarten often in the same building. There is some variation, but that is the general pattern. The pattern in England is more complicated. Primary schools before World War II were the schools that most English schools attended and they educated children through about age 14 after which children left school. These primary schools were called full-term primaries. After World War II and the educational reforms, it became much more common to attend secondary school and children began their secondary education at age 11 years. School authorities began reorganizing the primary schools. This did not take place all at once. So in the late 1940s and even the 1950s there were still some full term primaries. Gradually the primaries schools were reorganized into infants schools and primary schools. A child normally would be in an infants school covering the first few years up to ages 7-8, then primary school covering the ages up to 10-11 years.
Various kinds of schools offered primary education to English children by the 19th century. there was a diversity of historic schools Many of these schools were types of primary schools. England lagged, however, behind America and the German states in offering a national system of free public schools, a process that began (18th century).
Britain had Parliamentary government, but it was hardly a democracy. The suffrage was very limited. Most of the population could not vote. There were even rotten boroughs where there was only one voter--usually an aristocratic land owner. And most of the well to do, especially the land-holding aristocracy, largely controlling Parliament well into the 19th century were suspicious of educating the the children of the families on their estates. The captains of industry were not as opposed, but were not at all sure it was a good idea. The clash between land-holding aristocrats and the rising industrial class first played out in the acrimonious debate over the Corn Laws (1840s). By the mid-19 century, public (at the time called 'popular') education had become an important national issue. If Prince Albert has not died prematurely, we are sure he would have become a major figure involved in this heated debate.
Church organizations opened schools as did some municipalities, but there was no national system. Of particular importance were the Church of England's National Society and the nonconformist British and Foreign School Society. The British Government had begun to financially these two bodies (1833). By mid-century, however, it was becoming increasingly apparent that the churches were unable to create an educational system on the scale needed. Of cour after Parliament launched a strate system (1870), the denominational schools continue to function and the Fovernmrnt contunued supporting them. We think the school here may be a denominational school because of the chuirck-like archetecture of the door in the upper right-hand cornner (figure 1). A British reader tells us, "It looks like a church hall. It is near a street. It is a brick construction and the windows are ordinary. Does have an Anglican feel about it." The flow of Irish people into Britain with the Potato Famine substantially increased the number of Catholics in Britain and we begin to see Catholic schools appearing.
A Royal Commission on the State of Popular Education in England, under the chairmanship of the Duke of Newcastle (Henry Pelham) who was appointed to study the issue (1858). The Duke oversaw a detailed study of the state of public education in England and to consider what measures might be required to expand and offer an inexpensive education for all, including the working class. This was the first of three Commissions appointed to study education in England and Wales and recommend needed action (1858 and 1864). Scotland was not include because the Scotts had already launched a system of public schools. Parliament finally decided that all children should be educated and passed the Elementary Education Act (Forster Act) (1870). This implemented the recommendations of the Newcastle Report which a decade earlier had urged Parliament to provide 'sound and cheap' elementary schools for all children aged 5-13. The education provided by these schools was at first far inferior to the level of instruction the private schools. One author insists that the first schools created were 'a whole educational process in themselves and one which is by definition limited and by implication inferior; a low plateau, rather than the foothills of a complete education'. 【Blyth, p. 21.】
The Education Forster Act raised leaving age to 12 years (1870). Interestingly trying to enforce that - often in rural areas - was tricky, yet more possible in urban areas. Leaving age raised to 14 years (1918). That must have been an interesting catch-all, given the labour shortages post World War I. Direct labour: big local councils (often urban based) employed skilled workers directly to build infrastructure i.e. schools, hospitals, social housing. Often working in groups of 200 to build quickly! No sub contracting! Many schools in London built in triple decker style often costing around 17k-25k to build (1880-1914).
At the turn of the 19th century, the education of girls was still very limited. Many parents were not all that interested in educating their daughters. By the time the British Government began studying the school situation, this had begun to change (1850s). And by the time Parliament acted (1870s), there was a growing consensus that girls should be educated. As far as we can tell, Parliament did not address this issue. But the local authorities as they opened schools did. We have not yet been able to determine the extent of single gender schools and coed schools. Secondary schools were largely single-gender schools until the move toward comprehensuves (1970s). We got the idea that primary schools were also largely single-gender schools because so many class portraits that we had archived were all boy or all girl classes. This was misleading because many schools were coed, but the boys and girls were kept in separate classes and in some cases separate floors. The age of the children also affected the ways the different genders were dealt with. It was more likely for the younger children to be taught together, but the older children sparated by gender. So the individual class portraits do not necesarily tell us what the school population was. Some schools also kept the boys and girls separate on the playground.
After the passage of the Education Forstrer Act a wave of school building constryction followed. The Government was not yet aware of the most suitavle buildings for schooling. The major concern was cost. And it was less expensive to build one large building thn a number of smaller schools. The large 'triple deckler' was an all age school at the time of its build, so for children 5 to 14 year olds. The younger primary pupils were on the ground floor, older girls middle floor, older boys up top usually. The marked expansion of education provision across England came from the 1870 Act (and subsequent Acts). London County Council being in the vanguard of building many schools over about 30 years (1880s - 1910s). Apparently built by direct labour forces of sometimes 200+, these splendid buildings were often completed in 4 months. Some are still being used. Eventually it was understood that smaller schools are better qyuipped to meet the educational needs of younger children. And that it was a good idea to separate younger and older primary-age children. An English reader tells us, "The Kennington School triple decker had a smaller building behind the main one ehich was exclusively for older girls (i.e. 10 - 12 year olds) who went there for laundry classes, while boys had woodwork at the other end! My mother and father experienced that in their schools in south London around the late-1910s/early-1920s. I understand that younger pupils (5 - 9 year olds) used one playground , older boys had one and older girls another playground." Eventually we see smaller, often red brick schools like the school here in North London (figure 1).
It should not be thought that there is only one level of state primary schools in England. This is confusing to Americans because the standard in America is six grades (years) of elementary school with kindergarten often in the same building. There is some variation, but that is the general pattern. The pattern in England is more complicated. Primary schools before World War II were the schools that most English schools attended and they educated children through about age 14 after which children left school. These primary schools were called full-term primaries. After World War II and the educational reforms, it became much more common to attend secondary school and children began their secondary education at age 11 years. School authorities began reorganizing the primary schools. This did not take place all at once. So in the late 1940s and even the 1950s there were still some full term primaries. Gradually the primaries schools were reorganized into infants schools and primary schools. A child normally would be in an infants school covering the first few years up to ages 7-8, then primary school covering the ages up to 10-11 years.
Blyth, WAL. English Primary Education: A Sociological Description Vol. II: Background London: (Routledge and Kegan Paul: 1965).
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