Morality and Citizenship in English Schools Secular Approaches 1897-1944
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University of Birmingham Christianity and the Character Education
University of Birmingham Christianity and the character education movement 1897-1914 Arthur, James DOI: 10.1080/0046760X.2018.1506049 License: Other (please specify with Rights Statement) Document Version Peer reviewed version Citation for published version (Harvard): Arthur, J 2019, 'Christianity and the character education movement 1897-1914', History of Education, vol. 48, no. 1, pp. 60-76 . https://doi.org/10.1080/0046760X.2018.1506049 Link to publication on Research at Birmingham portal Publisher Rights Statement: This is an Accepted Manuscript of an article published by Taylor & Francis in History of Education on 26/09/2018, available online: http://www.tandfonline.com/10.1080/0046760X.2018.1506049 General rights Unless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or the copyright holders. The express permission of the copyright holder must be obtained for any use of this material other than for purposes permitted by law. •Users may freely distribute the URL that is used to identify this publication. •Users may download and/or print one copy of the publication from the University of Birmingham research portal for the purpose of private study or non-commercial research. •User may use extracts from the document in line with the concept of ‘fair dealing’ under the Copyright, Designs and Patents Act 1988 (?) •Users may not further distribute the material nor use it for the purposes of commercial gain. Where a licence is displayed above, please note the terms and conditions of the licence govern your use of this document. When citing, please reference the published version. -
November 1925
Non·Members can obtaIn thIs publicatIon from the Hon. Secretary, post free 2/. per annum NOVEMBER, 1925. Cb~ montbly R~cOrd of Soutb Plac~ €tbjcal SOCj~ty, South Place, Moorgate, E.C.2 ebleet of the Soeloty• .. The Object of the Society is the cultivation of a rational religious sentiment, the study of ethical principles, and the promotion of human welfare, in harmony with advancing knowledge. " SUNDAY MORNING SERVICES. The following DISCOURSES will be delivered on Sunday morning s, Service beginning at ELEVEN O'CLOCK. October 25. - C. DELISLE BURNS. M.A. • D.Lit.-Mediaeval Art and Religion. 1. Organ Solo. Andant<l from Symphony in D... Hayd" 2. Readin g. 3. onnta fo r Violonoollo and Pin.nofor te ... H rnry Ecclcs (1670-1i42) 1. LA r go. n. Oorrente: A llegr o con spirito, HI. Adngio. I V. Vivoce. Mr. ]'mmgnrc GOT'FIATtD a nd .bfl- s. Doll., GOTIuRn. 4. Hymn No. 133. Lie open.' soul I nround thee press. 5. Notices and OoUeotion. O. Discourse. November l .-Rlght Hon. J. M. ROBERTSON. _ Tbe Pretensions of Religious Emotion. 1. Orgnn Solo. Concer to No. 12 (Three :Uovements) 2. Ronding. Coretl; 3. onnta in et major... .. '" .\ndnnte; .1 IJegro; .Idngio; .l lIcwo. Halldr/ Pin.no: lIIiss rlIEI.MA BnYAN. 'Violin: Mi,. GwrNN1'Tn rnOTTEIl. 4. H;nnn :\"'0. 50. Do not. crouch to·cln~· and worshjp. 5. Xotires ond Ooll<)ction. 6. Discourse. November S.-C. DESLISL£ BURNS. M.A .• D.Lit . What I heard in German)-. Qunl't~t . ..I. storm eped over SCl1 OJld lond (No. -
The Labour Party and the Idea of Citizenship, C. 193 1-1951
The Labour Party and the Idea of Citizenship, c. 193 1-1951 ABIGAIL LOUISA BEACH University College London Thesis presented for the degree of PhD University of London June 1996 I. ABSTRACT This thesis examines the development and articulation of ideas of citizenship by the Labour Party and its sympathizers in academia and the professions. Setting this analysis within the context of key policy debates the study explores how ideas of citizenship shaped critiques of the relationships between central government and local government, voluntary groups and the individual. Present historiographical orthodoxy has skewed our understanding of Labour's attitude to society and the state, overemphasising the collectivist nature and centralising intentions of the Labour party, while underplaying other important ideological trends within the party. In particular, historical analyses which stress the party's commitment from the 1930s to achieving the transition to socialism through a strategy of planning, (of industrial development, production, investment, and so on), have generally concluded that the party based its programme on a centralised, expert-driven state, with control removed from the grasp of the ordinary people. The re-evaluation developed here questions this analysis and, fundamentally, seeks to loosen the almost overwhelming concentration on the mechanisms chosen by the Labour for the implementation of policy. It focuses instead on the discussion of ideas that lay behind these policies and points to the variety of opinions on the meaning and implications of social and economic planning that surfaced in the mid-twentieth century Labour party. In particular, it reveals considerable interest in the development of an active and participatory citizenship among socialist thinkers and politicians, themes which have hitherto largely been seen as missing elements in the ideas of the interwar and immediate postwar Labour party. -
Socialism and Education in Britain 1883 -1902
Socialism and Education in Britain 1883 -1902 by Kevin Manton A Thesis Submitted in Partial Fulfilment of the Requirements for the degree of DOCTOR OF PHILOSOPHY (PhD) Institute of Education University of London September 1998 (i.omcN) 1 ABSTRACT This thesis examines the policies of the socialist movement in the last two decades of the nineteenth century with regard to the education of children. This study is used to both reassess the nature of these education policies and to criticise the validity of the historiographical models of the movement employed by others. This study is thematic and examines the whole socialist movement of the period, rather than a party or an individual and as such draws out the common policies and positions shared across the movement. The most central of these was a belief that progress in what was called the 'moral' and the 'material' must occur simultaneously. Neither the ethical transformation of individuals, nor, the material reformation of society alone would give real progress. Children, for example, needed to be fed as well as educated if the socialist belief in the power of education and the innate goodness of humanity was to be realised. This belief in the unity of moral and material reform effected all socialist policies studied here, such as those towards the family, teachers, and the content of the curriculum. The socialist programme was also heavily centred on the direct democratic control of the education system, the ideal type of which actually existed in this period in the form of school boards. The socialist programme was thus not a utopian wish list but rather was capable of realisation through the forms of the state education machinery that were present in the period. -
The Atheist Bunyan: the Pilgrim's Progress and Organized
Document generated on 09/29/2021 6:44 a.m. Mémoires du livre Studies in Book Culture The Atheist Bunyan: The Pilgrim’s Progress and Organized Freethought in Victorian Britain David Reagles Livre et religion Article abstract Religion and the Book This article explores how freethinkers received John Bunyan and read his Volume 6, Number 2, Spring 2015 works in Victorian Britain. An analysis of freethinking periodicals, letters to editors, lectures, essays, and autobiography reveals a vexed relationship that URI: https://id.erudit.org/iderudit/1032706ar was anything but monolithic. There emerged two distinct reading communities DOI: https://doi.org/10.7202/1032706ar within organized freethought. Some freethinkers, especially in the early nineteenth century, rejected Bunyan as another representation of irrational religious faith that was a hindrance to societal reform. However, other See table of contents freethinkers appropriated his works and used him as a valuable resource for understanding their own experiences with religion as well as for communicating their message. I demonstrate that these contrasting positions Publisher(s) resulted from interpretive strategies that stem from fundamental assumptions regarding how the project of secularism ought to interact with Britain’s Groupe de recherches et d’études sur le livre au Québec predominantly Christian culture. It corresponds to an ongoing negotiation of meaning within organized freethought that reflects internal fissures, as well as ISSN a rapidly changing British society. 1920-602X (digital) Explore this journal Cite this article Reagles, D. (2015). The Atheist Bunyan: The Pilgrim’s Progress and Organized Freethought in Victorian Britain. Mémoires du livre / Studies in Book Culture, 6(2). -
The Proceedings of the South Place Ethical Society
Tor The Proceedings of the South Place Ethical Society Vol. 105 No. 7 . £1.50 - July/August, 2000 EDITORIAL - FROM DUALISM TO MATERIALISM THERE is a chronic confusion abroad concerning the alternative ways available of describing the cause of behaviour: roughly speaking we may use mental or physical language, referring to mind or brain respectively. This in turn stems from the dualistic theory that we have an immaterial mind which acts on the material body. Mental language sounds 'ordinary and not particularly scientific. For example, one might say of someone's anti-social behaviour that it was due to his mind having been influenced by his parents or his environment. The second way might go something like this: the cause of someone's anti- social behaviour is the presence in his brain of a particular neurological structure. Thus we have two apparently competing ways of talking about the problem. Dualism is unable to resolve this conflict, which, owing to the advance of science, is rapidly approaching a crisis. As scientists obtain ever more information about the detailed structure of the brains responsible for the variety Of human behaviour, they are able to locate the immediate cause of the behaviour in some particular part or process of the brain. For any machine, we have various ways of accounting for what takes place, different levels of description. For example, consider the action of a computer. We may choose to describe its actions in terms of how it has been programmed for its current task, or alternatively, from the point of view of the electronic engineer, in terms of its physics, eg thc tiny voltages in its various parts. -
Frederick James Gould
BRENTHAM LIVES _____________________ __ Frederick James Gould 1855 - 1938 Frederick and his wife Mahalah, their son Julian and daughter Romola lived in ARMOREL, Woodfield Avenue from 1910 Frederick Gould was a notable educationalist, secularist and one of the first to use the term “Humanist”If in later its modernin life say sense. where from and names of WIFE KIDS ETC He was expectedOccupation to have a distinguished future in Christian education but his career became more difficult as his writings on humanism and agnosticism came to the attention of his employers. It appears thatLocal Mahalah interests was hobbies sympathetic etc. to his views, often attending meetings with him. He helped set up various societies to advance secularism, including the forerunner of the British Humanist Association. In 1896 he left teaching to become Secretary of the Leicester Secular Society. He described the membership as “Co-operators, Individualists, Radicals, with a few humble Socialists mixed in.” In 1910 he moved to Ealing to become a lecturer for the Moral Instruction League which sought to encourage moral lessons without theology in schools. Secularist ideals were part of the planning of Brentham and the knowledge that Holyoake Walk was named after his friend George Holyoake (the last man imprisoned for atheism in England) must have made it an attractive community to the family. He was interested in the life of Brentham, writing to the magazine and donating books to the tenant’s library. Gould lectured all over the world and wrote numerous books & pamphlets, many of which are still published. See: www.wikipedia.org/wiki/Frederick_James_Gould & www.leicestersecularsociety.org.uk/gould_life.htm After Frederick’s son, an artist, was killed in action in 1917 (Julian Gould Brentham Archives) he became involved with the League of Nations. -
Educating the Secular Citizen in English Schools, 1897–1938
Educating the secular citizen in English schools, 1897–1938 Susannah Wright None of the major English secularist organisations1 in the early twentieth century could boast about membership figures as an indicator of their strength and influence. Compared with most Christian churches, and as a proportion of the general population, they were small. They did, however, claim to have achieved a diffuse impact on wider societal thinking and debate. National Secular Society (NSS) leaders, for example, asserted that the ideals and ideas that they stood for had gained “a hold on the public mind”. Oxford classicist Professor Gilbert Murray stated that the “spirit” of Positivism had “got abroad” at a time when only remnants of Positivist organisations remained.2 These were outcomes that secularists strove, actively, to achieve. Energetic and canny publicists, they disseminated their ideas in letters and personal conversation, on the platform, and in print. Their influence in scientific, literary and left-leaning political circles has been noted; by the early twentieth century, a growing scientific and social-scientific elite, influential in governance and welfare movements, might not have joined secularist bodies, but sympathised with some of their arguments.3 Secularists also targeted the captive audience of young people who were compelled to spend five days a week, over much of the year, in schools. Through pressure groups, they lobbied educational authorities, and produced teaching aids, aiming to shape the teaching in schools in ways that would promote their interests. Not least among these interests was the desire to instil the knowledge, values and behaviours that would prepare pupils for their future lives as adult citizens, but outside of a Christian framework. -
Education for Democratic Citizenship: Ernest Simon’S Ideals of Liberal Democracy and Citizenship Education in England, 1934-1944& 1
Historia y Memoria de la Educación 7 (2018): 499-532 Sociedad Española de Historia de la Educación ISSN: 2444-0043 DOI: 10.5944/hme.7.2018.19403 EDUCATION FOR DEMOCRATIC CITIZENSHIP: ERNEST SIMON’S IDEALS OF LIBERAL DEMOCRACY AND CITIZENSHIP EDUCATION IN ENGLAND, 1934-1944& 1 Educación para la ciudadanía democrática: los ideales de democracia liberal y educación para la ciudadanía de Ernest Simon en Inglaterra, 1934-1944 Hsiao-Yuh Ku* 2 Fecha de recepción: 31/08/2017 • Fecha de aceptación: 27/09/2017 Abstract. In 1934, with the increasing threats to democracy from such totalitari- an nations as Italy and Germany, Sir Ernest Simon (1879-1960), a British industrialist and former Liberal MP, founded the Association for Educa- tion in Citizenship (AEC) to advocate reform in citizenship education for cultivating democratic citizenship. Simon’s efforts and his distinctive ap- proach towards citizenship education, which was different from that of his contemporaries such as Fred Clarke, R. H. Tawney, and Richard Living- stone, have been discussed and acknowledged by historians. Even so, few historians have attempted to grasp Simon’s ideals of liberal democracy and how his democratic ideals were reflected in his views of citizenship educa- tion. Due to a lack of connection between Simon’s democratic ideals and his views of citizenship education, previous literature not only fails to ex- plain in what way Simon’s approach towards citizenship was «liberal», but also misinterprets Simon’s ideas of citizenship education. In view of this, the current paper explores Simon’s views of democratic citizenship and his campaign for a new citizenship education in relation to his ideals of liberal democracy in order to provide a better understanding of Simon’s approach towards citizenship education. -
From Learning to Live to Circular 10/65 Gary Mcculloch
1 British Labour Party education policy and comprehensive education: From Learning to Live to Circular 10/65 Gary McCulloch UCL Institute of Education, University College London, UK ABSTRACT Fifty years after the production of Circular 10/65, which confirmed comprehensive education as the national policy for secondary education in England and Wales, it is possible to trace the idea of comprehensive education from the 1940s to the 1960s, to understand the position of the Labour Party in its development, and to assess the nature of the contribution of Circular 10/65 itself to comprehensive education in Britain. There were strong connections between the 1944 Education Act and Circular 10/65. In particular, Michael Stewart, the Labour Party education policy review of 1957-1958, and the 1958 report Learning to Live that arose from this, played a key mediating role. Awareness of public opinion through the then novel device of market research and a determination to consolidate ambitious reforming ideals into a practical strategy for educational reform over the longer term formed part of the party’s revisionist approach under Hugh Gaitskell, and helped to provide the basis for Labour’s policy on comprehensive education when it returned to power in 1964. KEY WORDS comprehensive, secondary, politics, policy, Labour Party Email: [email protected] 2 British Labour Party education policy and comprehensive education: From Learning to Live to Circular 10/65 1. Introduction Circular 10/65, ‘The organisation of secondary education’, was produced by the Department of Education and Science (DES) in Britain on 12 July 1965, and was sent to all local education authorities (LEAs) and the governors of direct grant, voluntary aided and special agreement schools.1 It is a slight document, only eleven pages in length, but its appearance is deceptive. -
Elementary Schools 1879-1918
THE STRUGGLE FOR MORAL EDUCATION IN ENGLISH ELEMENTARY SCHOOLS 1879-1918 SUSANNAH LISBET WRIGHT OXFORD BROOKES UNIVERSITY Submitted in partial fulfilment of the requirements of the award of Doctor of Philosophy November 2006 Contents CONTENTS Contents Abstract poi Acknowledgements poll Abbreviations p.iv Introduction pol Chapter One: Moralising the Population: The Context for the Struggle for Moral Education 1879-1918 p.l S Chapter Two: Pressure Group Propaganda and Government Policy pAS Chapter Three: The Moral Instruction Curriculum: Evidence from Teachers' Handbooks po8S Chapter Four: Moral Education in Birmingham and Leicester: The Local Context po126 Chapter Five: George Dixon, FJ Gould and Moral Instruction in Birmingham and Leicester polSl Chapter Six: Moral Education in Birmingham and Leicester Elementary Schools 1879-1918 po191 Conclusion: The Struggle for Moral Education 1879-1918 and Beyond po233 Appendix: Birmingham and Leicester School Samples po238 Bibliography po241 Abstract ABSTRACT This thesis examines moral education in English elementary schools from 1879 to 1918. It investigates why there was widespread interest in character formation in the elementary school at this time but not support for one particular sort of programme. It investigates how moral education was perceived, approached, and implemented by the education department, the general public, School Board and Education Committee members, and teachers in schools, offering a comprehensive and detailed investigation into these issues. Much of the study focuses on one distinctive approach to moral education in this period - secular moral instruction. A range of sources are interrogated, allowing access to the different, but sometimes overlapping, perspectives of policy-makers, educationalists, the organisations and individuals who promoted moral education (particularly the Moral Instruction League, George Dixon and FJ Gould), authors of teaching material, and inspectors and head teachers in schools. -
Obituaries (Chronological)
HUMANIST LIBRARY AND ARCHIVES List of Obituaries from South Place Ethical Society Magazine/Monthly Lists/Ethical Record in Chronological Order Date of Magazine / Name of Subject Author, p. no. List / Record Annual Report 1885 W.C. Carpenter p. 18 Annual Report 1889-90 George Hickson p. 4 May 1895 Dr. Harry Harris, M.R.C.S. p. 23 November 1895 Frederic Meriton White p. 70 December 1895 Henry Davis Pochin p. 78 January 1896 James Brighton Grant p. 87 William Pugh p. 88 Louise S. Guggenberger p. 88 February 1896 Henry Moore p. 96 March 1896 George Watlington Cooke p. 104 Alfred Squire p. 104 Annual Report 1895-96 Mrs. James Knight p. 9 E.T. Henman p. 9 Henry Young p. 9 October 1896 J. Alfred Novello C.D. Collett, p. 3 November 1896 William Morris Theodore R. Wright, p. 26 January 1897 Mathilde Blind Moncure D. Conway, p. 49 February 1897 Mathilde Blind Mona Caird, p. 65 March 1897 Mrs. George Offer p. 96 T. Reed p. 96 May 1897 Mrs. C.F. Fisher p. 128 June 1897 Sarah Wilson p. 144 September 1897 Samuel Laing p. 192 Herman Smith p. 192 November 1897 Professor Francis William Newman G.J. Holyoake, p. 24 p. 32 January 1898 Mrs. Friederike Blind p. 64 February 1898 Ellen Dana Conway Poem by E.J. Troup, p. 65 Emma Phipson, p. 66 Augusta E. Mansford, p. 69 Meeting at South Place, p. 76 Mrs. Harriet Truelove p. 80 Mrs. Cowden Clarke p. 80 March 1898 Ellen Dana Conway Annie Besant, p. 81 Letter from Dr Conway, p.95 Mrs.