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The Church of England and Her Schools 1800-1977

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The Church of England and Her Schools 1800-1977 Durham E-Theses The Church of England and her schools 1800-1977: a consideration of the role of the Church of England in the development of the state school system in England 1800-1977 Churchill, Winston James Charles How to cite: Churchill, Winston James Charles (1978) The Church of England and her schools 1800-1977: a consideration of the role of the Church of England in the development of the state school system in England 1800-1977, Durham theses, Durham University. Available at Durham E-Theses Online: http://etheses.dur.ac.uk/10125/ Use policy The full-text may be used and/or reproduced, and given to third parties in any format or medium, without prior permission or charge, for personal research or study, educational, or not-for-prot purposes provided that: • a full bibliographic reference is made to the original source • a link is made to the metadata record in Durham E-Theses • the full-text is not changed in any way The full-text must not be sold in any format or medium without the formal permission of the copyright holders. Please consult the full Durham E-Theses policy for further details. Academic Support Oce, Durham University, University Oce, Old Elvet, Durham DH1 3HP e-mail: [email protected] Tel: +44 0191 334 6107 http://etheses.dur.ac.uk 2 1* The Church of England and her schools 1800-1977 A consideration of the role of the Church of England in the development of the state school system in England 1800-1977 Winston James Charles Churchill B.A. The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. Thesis submitted for the degree of Master of Arts in the University of Durham through the Department of Theology 1978. Contents Page Chapter One. The origins of the Church's involvement in schools 4 Chapter Two. The pattern of development to 1839 19 Chapter Three. The striking of a modus vivendi 1840-1860 33 Chapter Four. 1830-1860 A ferment of ideas 61 Chapter Five. The years leading up to the 1870 Act 75 Chapter Six. 1870-1900 The mounting problems 108 Chapter Seven. 1902 Restoration and Incorporation 139 Chapter Eight. The failure of the Liberals 1906-14 161 Chapter Nine. 1918-1939 Unfulfilled ideals 180 Chapter Ten. The 1944 Act- the recasting of the Dual System 203 Chapter Eleven. 1944 onwards-the fading power 232 Chapter Twelve. The changing role of the Church 248 Appendix A. Brief note on the administration of Church schools 287 Appendix B. Statistical tables relating to Church schools 291 Bibliography £94 Note Throughout the thesis "Church" should be taken to mean the Church of England, whereas "church (es)" should be taken to mean all the denominations. The copyright of this thesis rests with the author. No quotation from it should be published without his prior written consent and information derived from it should be acknowledged. Abstract of a thesis submitted by W. J. C. Churchill for the degree of Master of Arts in the University of Durham entitled "The Church of England and her schools 1800-1977'' being a "Consideration of the role of the Church of England in the development of the state school system in England 1800-1977". This thesis covers the period 1800 to the present day and attempts to chart the role and influence of the Church of England on the development of a national system of schools in England. ( Her role in the modern 'independent' sector is largely ignored, not because it is unimportant, but because it is in her dealings with the far larger number of Church schools within the State sector that matters of principle and practicality are more clearly revealed.) The chapters record in chronological order the history of the Church's role in schools except for chapter four, which examines some of the wide variety of ideas current amongst Victorian Churchmen on the matter of the nation's schooling. A peculiar characteristic of this subject is the manner in which it touches on many diverse points of principle, e. g. Church and State, the rights and freedom of the individual, the nature of education and of the Church and the powers of central and local government. The historical survey covers in detail the closely interconnected elements of national politics, practical problems, social developments, differing educational philosophies and movements within the Church. The history of the Church's 'rationale' concerning her schools (this phrase is preferred to the more neological 'theology of education') is considered at length in the final chapter. Behind any serious 'rationale' of denominational schools must lie a series of theological and educational presuppositions. That these presuppositions have varied widely between churchmen in this period is amply demonstrated by the long and difficult history of denominational schools recorded in earlier chapters. The thesis ends with a consideration of the present rationale for Church's schools and examines her position in the light of recent developments. Chapter One The origins of the Church's involvement in schools The situation before 1800 In England all education before 1800 meant Christian education of one sort or another. Evidence from the end of the seventh century onwards points to the establishment of cathedral schools at various places (e.g. Canterbury, Winchester, Worcester). The Church, by its very nature as an institution requiring a certain level of intellectual and didactic powers, assumed the role of educating its followers. Indeed, since there was no other contemporary power or group in the country which required such skills the Church could command the field, thus ensuring a steady supply of educated clergy to fulfill the Church's wide ranging role in society. The teachers were often in holy orders, but not necessarily so, as the case of Sevenoaks Grammar school shows. (1) The Church's monopoly of education was reinforced by a system of licensing. The licence to teach was granted by the bishop and licensees were regarded as officials of the bishop. (2) This system of ecclesiastical licensing was not finally abolished until the Endowed schools Act of 1869. There are examples of rogue schools being opened by unlicensed teachers but these were closed by the Church authorities, demonstrating the power of the Church and the importance she placed on her educational monopoly. It is significant that in the eighteenth century and nineteenth centuries when education for the masses developed the Church vainly tried to defend her monopoly but found that years of slow erosion of her position had fatally weakened her influence. Another aspect of the church/education relationship was that of the concept of education itself. Not only was education under the control of the Church, it was an activity which had religion at its very heart. Secular subjects and the knowledge gained from them were worthless without the unifying principle and all-illuminating knowledge of religion. There was no distinction between secular and religious education, both elements were present in the single seamless cloth of knowledge woven by God and given to man. Under such a system the control over the inculcation of the values and sentiments of society passed to the Church. Under an established church where dissent was not tolerated this situation was clearly acceptable to all, but where dissent was tolerated the situation was vastly different. Control of the Schools meant, to a great extent, control over what people thought. Small wonder that bitter battles were to be fought between Church, Chapel and nondenominational governments over such things as conscience clauses and catechisms! However, in the time of Henry VIII such denominational disputes were still in the future and this medieval concept of education as a unity controlled by the Church survived the reforms of the time. Indeed, Burgess suggests that the "breach with Rome actually contributed to the ecclesiastical monopoly of education" in that the old cathedral schools were reformed and re-established by royal authority but still under the control of the Church. (3) An interesting legal case occurred in 1410 which was to influence thinking on this matter until the nineteenth century. This concerned an action in the civil court against an unlicensed school. The Lord Chief Justice ruled that the education of children was a spiritual matter and so came under the jurisdiction of the ecclesiastical court not the civil courts. This principle was violated a few years later in 1440 when Henry VI granted a monopoly to his royal foundation of Eton, but this fact seems to have been overlooked by those members of the Church party in the nineteenth century who used, or tried to use, this judgement to support the Church's claim to exclusive control of education. All this apart however, this case does show the sort of ideas about education which were current at that time. Archbishop Cranmer (4) introduced the English Bible and the English Prayer Book into the schools. The Prayer book catechism provided a simple statement of religious knowledge which could be expected to be within the powers of the ordinary members of the Church to learn. A Mandate of the Privy Council of 1553 provides evidence that "the Edwardian Council hoped to assist the cause o of uniformity by the compulsory use of a catechism in the schools and that it proposed to have schools inspected to see how the teaching progressed. " (5) Clearly the Church and State were at that time of similar mind as to the need for uniformity and ways of obtaining it. Elizabeth pursued the same policy, stressing the requirement of the episcopal licence for a teacher.
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