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The New Education Fellowship and the Reconstruction of Education: 1945 to 1966

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The New Education Fellowship and the Reconstruction of Education: 1945 to 1966 The New Education Fellowship and the reconstruction of education: 1945 to 1966 Christopher Clews List of abbreviations A EF American Education Fellowship IHQ International Headquarters ENEF English New Education Fellowship HMI His/Her Majesty's Inspector/ate LEA Local Education Authority NA National Archives NEF New Education Fellowship NGO Non-Governmental Organisation NUT National Union of Teachers PEA Progressive Education Association TES Times Educational Supplement UNESCO United Nations Educational, Social and Cultural Organisation USA United States of America WEA Workers' Educational Association WEF World Education Foundation ii Declaration I hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word count (exclusive of bibliography): 79,980 words. Christopher James Clews 20 June 2009 iii Abstract During the 1920s and 1930s, the New Education Fellowship (NEF), founded in 1919, established itself as an important international force for radical education and educational experimentation. Its membership was drawn from many different countries and included some of the most prominent progressive educators of that period. By 1945, however, the movement was experiencing international decline. Membership had fallen and in many countries the new educational network had ceased to exist. This situation was a result not only of the destruction of the new educational network in Europe during the Second World War, but also of the change in the outlook of educationists and reformers who sought new solutions to the problems of the reconstruction of society and education. The purpose of this study is to explore the NEF's importance as a disseminator of educational and political ideals after 1945 and its contribution to debates about the post-war reconstruction of education and society, using the considerable but currently little-researched material held at the Institute of Education, University of London. This thesis examines the NEF's network after 1945 and considers how far the NEF successfully extended its membership amongst school teachers and educationists at teacher training colleges. The NEF also sought to develop an international network. The international activities of the NEF, both through links with other organisations, for example, the United Nations Educational, Social and Cultural Organisation (UNESCO), and its membership in those countries where the NEF maintained branches are explored in order to gauge the success of the NEF as a movement with internationalist ambitions. iv Contents Title page i List of abbreviations ii Declaration iii Abstract iv Contents v Acknowledgements viii CHAPTER ONE: The New Education Fellowship 1 Research focus 5 Secondary sources 13 Primary sources and methodology 34 Structure of thesis 43 CHAPTER TWO: Challenges facing the NEF after 1945 46 Membership and Structure of the NEF 47 Finances 51 Ideology before 1945 58 Ideology in 1945 64 The new education in the USA 70 The new education in Europe 77 Conclusion 80 CHAPTER THREE: The NEF 1946-1966: a new ideology 83 Introduction 83 Social change 84 v The international response 91 A new ideology 107 The end of an era: the closure of the NEF IHQ 116 Failure to find an identity 120 CHAPTER FOUR: The ENEF's regional network and ideology: 1944-1966 123 Introduction 123 The ENEF's personnel and committees 126 The ENEF's conferences 132 The ENEF's regional membership and network 139 The New Era and publications by English new educationists 145 Administration and membership 1960-1966 153 Conclusion 159 CHAPTER FIVE: The ENEF and educational reconstruction after 1945 161 The war years 1939-1945: educational reconstruction 162 The post-war years 1945-1964: teacher training 167 The post-war years: 1945-1964: schools 174 The post-war years 1945-1964: UNESCO 181 After UNESCO: 1964-1966 184 CHAPTER SIX: The NEF's international network 1945-1966 188 Introduction 188 The NEF 11-IQ in 1945 190 The NEF IHQ after 1945 193 vi The national sections of the NEF after 1945 202 International Membership 218 CHAPTER SEVEN: Conclusion: the contribution of the NEF to the reconstruction of education after 1945 223 Introduction 223 1945-1950: revival 227 1951-1963: consolidation 232 1963-1966: decline 236 BIBLIOGRAPHY 247 Appendix 1: Committees of the NEF 279 Appendix 2: Committee of the ENEF 282 Appendix 3: International Conferences 284 vii Acknowledgements My journey to the completion of this thesis has taken eight years. It began with research for my Masters in Education dissertation on the New Education Fellowship (NEF). The NEF and its diverse membership fascinated me from that time and I developed a deep interest not only in the organisation but also a curiosity to explore further the activities of those individuals that I had read about during the course of my research. It seemed logical, therefore, that I undertake a thesis and write about the NEF. My desire to continue with this research was further inspired by my discussions with Dr David Crook who has proven to be a valuable source of information and has provided much encouragement on this path. I am also grateful to those who have helped me considerably during the time of my research. In particular, I must thank the archivist at the Institute of Education, University of London, Sarah Aitchison, for her unstinting help in accessing the materials that exist there, particularly about the NEF and Joseph Lauwerys. I have also found the library at the Institute of Education, in which I accessed numerous articles and books, as well as the postal loan service, exceptionally helpful. I must also mention some of the other archivists, who have aided me, including at the University of Warwick Modern Records Centre for helping me find materials about Joan D. Browne, the Coventry Teacher Training College and the National Union of Teachers, at Kingston University for materials about Gipsy Hill College, the National Archives for materials about the NEF and the West Yorkshire Research Service for materials about the Bingley Teacher Training College. I have also appreciated the useful email correspondences that I have undertaken with Arjen Boin at the University of Louisiana about 'organisational theory', as well as with viii Professor Norman Graves at the Institute of Education University of London and his reminiscences about his contacts with the NEF. I would also like to thank Hanne Willert who has provided me with invaluable material concerning the NEF in Denmark from the private papers of Torben Gregersen. Last but not least I must also acknowledge my long-suffering wife and mother who have understood my need to try and complete this and have given me endless support. ix CHAPTER ONE The New Education Fellowship The New Education Fellowship (NEF) was a prominent organisation in the progressive educational sphere both before and after the Second World War. Based in London, it was founded in 1921 by Beatrice Ensor (1885-1972) — a theosophist and His Majesty's Inspector for Schools (HMI) — who became its first President. Two Vice Presidents were appointed: Dr Adolphe Ferriere (1879-1960), a French educationist and Dr Elizabeth Rotten, a German involved with the Emergency War Victims Relief Committee and the International Red Cross. Both Ferriere and Rotten were also on the Secretariat of the International Bureau of Education along with Pierre Bovet from its foundation in 1925.1 The goals of the NEF were to promote the new education and to develop a strong international network.2 By the 1930s, the NEF had branches in Asia, Australasia, Europe and North America. The NEF's membership included some of the most important educationists of the 1920s and 1930s.3 The purpose of this study is to understand the NEF's ideas and assess its importance as a disseminator of educational and political ideals after 1945. The NEF's network in Britain after this date extended into many educational institutions and organisations, both governmental and non-governmental. The overseas activities of the NEF are also examined through its branches in other countries where it sought to 1 P. Gordon and R. Aldrich, Biographical Dictionary of North American and European Educationists (London: Woburn Press, 1997) pp. 160-1. Bovet, Professor at the University of Geneva, was the first Director of the International Bureau of Education in 1925. Ferriere and Rotten both became Assistant Directors. Ferriere was a Christian Socialist who gained his doctorate of sociology from the University of Geneva in 1915 and edited a progressive journal called Pour L'Ere Nouvelle. Elizabeth Rotten, doctor of philosophy, lived and worked in Germany, edited Das Wedende Zeitung and worked for the Swiss International Red Cross. 2 National Archives (NA) BT 21/35828/268033, Register of Companies 1932, 'Aims and Objectives of the NEF'. Also R. Sinha, 'A Critical History and Evaluation of the NEF from its Foundation in 1920' (MA dissertation, Sheffield University, 1971), p. 161. 3 Prominent members included for example, Sir Fred Clarke (1880-1952), John Dewey (1859-1952), Lionel Elvin (born 1905), Maria Montessori (1870-1952), and A. S. Neill (1883-1973). 1 promote its ideals, for example, in Australia, France, Germany, Holland, New Zealand and the United States of America (USA). Within this study, there is an emphasis upon the activities and ideas of the English New Education Fellowship (ENEF), one of a number of regional or national branches of the NEF, and which gained control over the NEF International Headquarters (IHQ) in London during the post-war years. The new education was a child-centred education reform movement. It aimed to make education more responsive to the psychological and spiritual needs of children. It was based upon aspects of theosophical spiritual beliefs and was also characterised by its antipathy to industrial, capitalist society. The new education, as the ideological expression of the NEF, possessed strong social objectives and sought to reform society through its activities.4 It did not confine its remit to education in the way that progressivism did.
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