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A Case Study of Blue Coat Charity School 1780 – 1850

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A Case Study of Blue Coat Charity School 1780 – 1850 DID EDUCATION PROMOTE SOCIAL MOBILITY WITHIN THE WORKING CLASS IN BIRMINGHAM? A CASE STUDY OF BLUE COAT CHARITY SCHOOL 1780 – 1850 by JULIE FOSTER A thesis submitted to the University of Birmingham for the degree of DOCTOR OF PHILOSOPHY School of Education College of Social Sciences University of Birmingham December 2017 1 University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT Using a unique data set which linked material from a multitude of sources, this research determined whether an association existed between education and subsequent achievement, in the Blue Coat Charity School in Birmingham between 1780 and 1850. The research followed the life course of pupils at the school from the time they were admitted to the time they left and then throughout their working lives to measure the extent of intragenerational and intergenerational social mobility. Subsequently, the mobility was then correlated to the extent of their educational achievements to determine whether their education enabled them to acquire a higher status role or move into a higher social class. The study found that the school provided quality education in comparison to other schools in the locality, and evidence suggests that overall those boys who excelled academically were more likely to obtain a beneficial apprenticeship. However they did not necessarily need academic skills to succeed and secure a degree of social mobility as the social capital they also acquired within the school was found to be as beneficial – if not more so – than their educational achievements. For the girls there was little sign that their education enhanced their status. 2 CONTENT LISTING Content listing 3 List of Figures 5 List of Tables 7 Abbreviations 8 Introduction 9 1 Background to Birmingham: its physical, economic and social 49 characteristics The Blue Coat School institution 51 The physical and economic growth of Birmingham 59 2 The working class family in Birmingham 92 Who were the children of Blue Coat School? 96 The working class family in Birmingham 106 3 Education for the working class 143 The education of children in the Blue Coat School 146 The extent of working class education in Birmingham 166 4 Occupational training 218 The Blue Coat School apprentices 222 The apprenticeship system 250 5 Did education promote social mobility? 271 Background to historical social mobility 274 Data coding 277 The extent of intra- and intergenerational mobility in the Blue 291 Coat School 3 The potential for social mobility in Birmingham 331 Conclusion 358 Appendices 367 Bibliography 387 4 LIST OF FIGURES 1 Statues of the Blue Coat School children 1770 19 2 The parishes of St Martin’s and St. Philip’s in Birmingham in 51 1708 3 Origin of migrant families in the Blue Coat School for children 54 born 1802 to 1837 4 Families from Blue Coat School where migration was within 15 55 miles of the centre of Birmingham 5 Birmingham in relation to the north-west region of the West 63 Midlands, 1795 6 Poor-law migrants to Birmingham 1727 to 57 (Parton) 69 7 Poor-law migrants from the ‘Middle Zone’, 1727 to 57 (Parton) 71 8 The Rich and the Poor 73 9 Cause of destitution 1805 to 1845 96 10 Number of destitute and non destitute children admitted to Blue 101 Coat School 1805 to 1845 11 Plan of houses in Tennant Street, Birmingham 1842 115 12 Plan of houses in Bromsgrove Street, Birmingham 1842 117 13 Location of the Blue Coat School, 1732 147 14 Plan of the Blue Coat School, 1907 149 15 Subjects taught in the charity schools, 1840 152 16 Age admitted to the Blue Coat School 1810 to 1849 162 17 Average time spent in the Blue Coat School compared to other 164 working class schools in Birmingham for the year 1837 18 Nineteenth century commemorative medal, James Luckcock, 183 Sunday School Jubilee 19 A large monitorial school in the East of London, 1839 201 5 20 A monitorial school in operation 203 21 Males apprenticeships located outside the town of Birmingham 227 1786 to 1851 22 Leading occupations for male apprentices in the Blue Coat 235 School, 1784 to 1851 23 Growth of non manufacturing sector apprenticeships in the Blue 237 Coat School 1784 to 1852 24 Example of a typical advertisement for an apprentice 255 25 Example of an informal apprenticeship advertisement 259 26 Leading occupations for males under 20 years of age in 261 Birmingham 1841 27 Leading occupations for females under 20 years of age in 262 Birmingham 1841 28 Extent of status mobility for those boys from the Blue Coat 295 School who changed their occupation during their adult working life from 1841 to 1881 29 Comparison of fathers (1816 to 1851) and sons (1841 to 1881) 310 working in the different sectors in Birmingham 30 Comparison of status between father (1816 to 1851) and sons 314 (1841 to 1881) 31 Illustration of the need for qualified drawing and design 337 workmen 1851 6 LIST OF TABLES 1 Overview of material extracted from the Blue Coat School archives. 27 2. Examples of examination grades from the Blue Coat School, 1844 43 3 Individuals or association responsible for caring for orphaned 99 children from the Blue Coat School 1813 to 1845 4 Characteristics of streets in Birmingham inhabited by children from 103 the Blue Coat School 1832 to 1843 5 Occupation of Subscribers 1831 to 1835 239 6 The role of the apprentice 243 7 Evaluation of apprenticeship status by means of the premium fee 253 8 Extent of mobility within the manufacturing sector 1841 to 1881 298 9 Intragenerational class mobility 1841 to 1881 303 10 Comparison of fathers and sons (unlinked) from Blue Coat School 308 working in the manufacturing sector 11 Number of Blue Coat School boys employed in the professional and 311 clerical sectors grouped by year of census 12 Fathers with high-status occupations 316 13 Intergenerational Class Mobility 1810 to 1885 320 14 Social class of husbands and fathers 1815 to 1863 322 15 The educational achievements and social networks of high 325 achievers 16 Number of males aged 20 years and above employed in the 334 principal trades in the manufacturing sector in Birmingham, 1841 and 1861 17 Number of working class males 20 years and above employed in the 339 principal sales and service sectors, 1841 and 1861 18 Principal trades for females under 20 in Birmingham 1841 and 1861 350 7 ABBREVIATIONS B.C.S Application Register The Library of Birmingham. Records of the Blue Coat Charity School: Application Register, MS 1622/2/7 B.C.S. Apprenticeship Indentures The Library of Birmingham. Records of the Blue Coat Charity School: Apprenticeship Indentures, MS 1622/2/6 B.C.S Examination Records The Library of Birmingham. Records of the Blue Coat Charity School: Examination Certificate Counterfoil Volumes, MS 1622/2/5 B.C.S General Meeting Minute The Library of Birmingham. Records of the Blue Book Coat Charity School: General Meeting Minutes Books, MS 1622/1/1/4-10, pp. 1781–1856 B.C.S. Parents’ Resignations The Library of Birmingham. Records of the Blue Coat Charity School: Parents’ Resignations, MS1622/3/5/1 B.C.S. Nomination Papers The Library of Birmingham. Records of the Blue Coat Charity School: Nomination Papers, MS1622/3/3 Census, 1841 England and Wales Census, 1841. Birmingham - Warwickshire’ Census, 1851 England and Wales Census, 1851. Birmingham - Warwickshire’ Census, 1861 England and Wales Census, 1861. Birmingham - Warwickshire’ Census, 1871 England and Wales Census, 1871. Birmingham - Warwickshire’ Census, 1881 England and Wales Census, 1881. Birmingham - Warwickshire’ 8 INTRODUCTION ‘Social mobility is about breaking the link between an individual's parental background and their opportunities to reach their full potential in terms of income and occupation.’1 In an open society, although inequalities might exist, individuals or groups may through ability or attainment or determination move up (or down) a hierarchical social ladder. In contrast, in a closed society, individuals or groups are born into a specific group based on their parents’ status or class and it is very difficult to move into another group. As such, social mobility is a measurement of success and equality of opportunities within society. No standard exists by which we can define successful mobility; as such any upwards movement along the hierarchy may be considered a successful outcome. However, a distinction may be made between moderate upwards mobility and significant upwards mobility. Mobility may be measured in different ways. Economists use monetary measures such as wages and poverty rates to measure income inequality whilst sociologists use occupational data to measure socioeconomic status. However, whilst the sociological approach dates back to the 1950s, the alternative approach used by 1 Boston Consultancy Group, The State of Social Mobility in the UK, (Sutton Trust, 2017), p. 9 economists only dates back to the 1990s. Hence, the majority of studies have used occupational data to measure socioeconomic status. In the UK, a number of indicators are currently used to determine whether mobility may be regarded as successful. The government uses 16 indicators such as low birth weight, free school meals, families who own their own home.2 Other countries and organisations use more or fewer indicators.
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