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Education in .Great Britain and Ireland

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Education in .Great Britain and Ireland r-- DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 191.9, NO. 9 EDUCATION IN .GREATBRITAIN AND IRELAND By .1. L KANDEL [Advance Sheets horn the Biennial Survey of Education,1916-1918] 'IVN(AJ,DIUV 621,1w.) de snit x.tiv)riLla h .t% dU .1y1.),:!.1 (I swij IN:(15V,I3A00 3.11.4.4t. 'tl '3 ay SI szN3 A100 , rt. -4' EDUCATION IN GREAT 'BRITAIN.A.D IRELAND.' t;). I. L. KANDEL. 4". .yll NTS.Int roduct Ion - Enzland: shook dining ilie sear Niedleal Inspection of 1'1111(11km of %%0H:inv.boys :end i.:1.-5,eritulary tlo. war. Ti , tio!itiou of srh are in the educational*latemrosition of modern latmmzes7-- T,Illiellir IVA in secondary viltiratiou--Salo riesand ioensions--Adult thnutl rrtvi,slructlon and laabnc vpiiiion-4:d,:atlun Act.,PA ilan.1:The schools doting the earTenclie salaries-The riloral of (nit' on T, Sotliqi etliwutIon Lill.Irelaind. INTRODITMN. The educational mOventents.thathave been takil g place in Great 'Britain during the pas( two or three years have arousedN1 itle:spread interest among' teachers and publici,ts inthis country.The ivport is an attemptto analy:ze these niovements andto indicate Alien. sioalificance the broader movement for tion. reconstruc- The educational ivformsthat have alreat,ly been introdiumd and the developmenf:;i thatare proutised for the future are not merely the result 'Ofan emotional reaction induced by thewar. Their mean- ing vill be entirely lost unIcsstheiepcOtion in the widerprogram is realized: Nor are themere details 14 the.new acts of great signiti- once in themselves, however striking the promisedincrease in edu- cational expenditure,or the raising of the schoolage, or the increased supervision of adolescent welfaremay be.For the student of edu- enion the feature that isorprofound significance is therecognition th4t a sound educationals)-stein is the best fortmlat ion for the social''' and political reonstructionthat must follow thewar, and since the keynote of this reconstructionis the improvement of theTosit ion 0);port unities of and every man and woman as an individualand as sfl i. citizen, the educational reformsmust be considered asa contribution; toward tte further developmentof the itspitat ions of' Wilmer:icy humanity. and) . present repod aims accordinglyto give in broad outline the ieneral featfiros of the develoPmenisof .the past few yearS.It makes no attempt to deiil sexhaustively withthe course of educational thought or progress during thistime_ In many cages this wouldhe impossible.. The influences ofthe war on education have notyet spent themselves, and to thatextent it has not been deemedwise to . deal with certai* topics thatwill bear fruitful studyat a later 8 4 , BIENNIAL SURVEY OF EDUCATION, 1916-1918. date. It is premature, for example. to consider the effects of the war on university education. The .,rsities have practically been depleted. and the energies of tlse who retrainedin them were devoted to war work in the main.' It would be mere guesswork to attempt to predict-theirfuture course.The same arguments apply to the effects of the war 011 the education of Nvotnen.To the extent that the educational reforms already considered aim to extend theop- portunities for general education, to that extent the opportunities are open to boys andiris, to men and wen equally. But what inthienee the increase.participation of women in general public activities during the ar will exercise on edtaration, it would he premature to decide. ethnical and vocational education in general will undoubtedly be profoundly affected both in their administration and in their underlying pedagogy 'by the new methods of training in which the demands of efficiency and speed had to be met. At present,-14;kwever, any interpretation of the developments in trainingAro' for war work must be postponed until sufficient data are at hand to w5erant adequate conclusions or to affordreliable guidance for normal practice. ... The following pages deal with the course of education and school medical inspection during the past few years, with the proposals for the reform of secondary education, with the various Government reports on different branches of education, and finally with the de- velopmentp that led `up to the passage of the education act in Eng- land and the significance of the act itself. A similar but briefer account is given 4f educational conditions in Scotland.Ireland is included. although her educational system is unlike those of Englan and Wales or Scotland, mainly because the stirrings for retormat noticeable there and are directly influenced by the eventson the other' side of the Channa Indeed, no part of the, British Empire willre- main unaffected-bFthe Fisher Act. Recent educational reports from Canada. AuStralia, and New Zealand indicate that attention had already been directed to England ,before the Fisher bill 'MIS placed on the statute book. Much has been attributed to the education act that is not contained th rein.The. act -mustbe read in connection with theactof 190'2to in a.pictureof the Englisheducationalsystem, but it must alwayS be remembered that the Board of Education has the poWer.to .-. modify or extend thesystemby administrativeregulations and.that its annual codes have the effect of la* When presented tn'Parlia- ment.' The system thus combines a legal minimum with the flexibility and elasticity that insure progress, In general the act. of 1918 makes Ithe following. provisions: 1. Extension of the age of compulsory attendanee, Without exemp- tion, to 14; or to 15 and even 14 by local-by laws. S gDUCATION IN GREAT BRITAIN ANDIRELAND. 5 2. Provision for medical inspectionand treatment and physial welfare before and through schoolto 18. 3. Establishment of nursery schoolsfor children between 2 and5 or G. ., .. 1. Establishment of compulsorycontinuation school attendance from 14 to 16 and ultimately to 18. t 5. Promotion and support ofpoor but able pupils, with free tuition, scholarships, and maintenance grants.' G. Concentration of 'supervision overt activities and welfare of i children and adolescents in the hand.. c liation authorities, e,, g., child labor and employment, laborbureaus, recreation and health. 7. Inspection and supervision ofprivate schools. 8. Preservation of the independenceof local anthprities, extension of their functions andpowers, and insistence,on maim= standards w ith encouragement through grants to advanceas far.trs possible. 9. Equal distribution -Li. the costof education between local rates and national taxes. The act does not/define the characterof advanced work in the ele- mentary schools nor the nature of the work in thenew confirmation schools; it barely refers to secondaryschools which are nu/lei-going many ch-anges through admjnist rat ive regulations; teachers'salaries are only indirectly touched upon. The niost.serious omissionnot only 1 in the act but in the general discussionof the educational needs of\ the time js the absence of all referenceto the training of teachers. The only guarantee _for thesuccess, of the reconstruction program is the teacher, and yet the means 1.4' which heis to ho trained have not been discussed.Improved .salaskes and penSions will undoubtedly prOduce a large number of good eAulidates,Wit in themselves salaries and pensionS can not Make good teachers.The-existing system of training was regarded as inadequate for theneeds of the elementary schools; forthe secondary schoolsa very small percefftage of teachers had specific training for teaching; whilefor the new continuation schools a new type of teachermust be developed.Parliainentary procedure-is not required for the reorganizationof the whole.system'* and methods of training teachers; itrests with the Board of &Inca- tkin, and it remains to beseen how these needs will be met. For the American student peculiar interest attneles.to the educa- 4.timidreforms of Great Britain. Theyrepresent a genuine attempt to realize the. ideals for witich thewar has been fought.As a con- tribution toward a definition bf democracy throughthe schools, they Will command the attention of English-speakingeducators the world .over.But. in the present crisis in Americaneducation, theprinciplcs on which. these reforms are founded deserve particularattention. "4- Whether they will be realized inthf near future or not, the hopes of those who de6re to see- incrensigg. participation of the Federal 6 BIENNIAL jaur,vEY OF EDUCATION, 1916-1018. Government in the educational procedure of the United States are inevitably hound tip \vith the consideration of such (questions of administration as Great Britain has already determined. Such prob- lents as t In. relation of the central to local authorities in educational affairs. the retIoniliation'of centralized supervision with the promo- tion of local Mit alol progress, the due apportionment of central and'local expenditure for education. have been settled by that genie; for wompromi-t. that charari....rizes the British Go\ ormitent.In this votintry these problems still tall for decisitiii within State licimitlaric,, and have barelrbeen hinted at in the larger prograin that is 'now before the public. hose who fear Imre:Hieratic ctintol, \yell as Ivlio apprehend local int]i 1/;(91`11(1`asif c011,0111(91(1'of S111111hutIIIIll'Frivrt, is4 the seolishswstcuts twit Ii profit. In ion "duo ofille concrete provision-of the E.tig.lisli. act, , 41: as analyzed above. atioro an Anneal am of some Of the needs II rentaiuto he met in this ountry on a wider scale than atprestitt.. Fur the resi both. British and .\ merican students canto-day cooperato in promoting the world cause of democracy ht- learning to andel:- stain(' each other, and by carefully observing the contribution that each is making through the ednation of future generations toward the common cause. ENGLAND. THE SCHOOLS DURING THE WAR. The past two years will prove to he the most notable in the history of English education.They twill bear testimony to the awaikenim on the part of the whole nation to the value of a conipvchenske national organization of education.
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