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The Institutional Treatment of Juvenile Delinquency: Aspects of the English Reformatory and Industrial School Movement in the Nineteenth Century

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The Institutional Treatment of Juvenile Delinquency: Aspects of the English Reformatory and Industrial School Movement in the Nineteenth Century The Institutional Treatment of Juvenile Delinquency: Aspects of the English Reformatory and Industrial School Movement in the Nineteenth Century. Thesis submitted for the Degree of Doctor of Philosophy of the University of Leicester 1986 I. Hartley July 1986 UMI Number: U007773 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Disscrrlation Publishing UMI U007773 Published by ProQuest LLC 2015. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 TABLE OF CONTENTS Acknowledgements Chapter 1 : Introduction 1-14 Chapter 2 : The Impetus for Reform I: Early 15-41 Nineteenth Century Ideological Changes and the Emergence of the Institutional Response to Social Deviance. Chapter 3: The Impetus for Reform II: Early 42-64 Reforms and Reformers. Chapter 4: Politics and Legislation: The 65-112 Reformatory Movement as a Pressure Group 1847-1857. Chapter 5: Reformatory Schools: Structure and 113-145 Administration 1854-1876. Chapter 6; Reformatory Schools; Principles and 146-187 Practice 1854-1876. Chapter 7; Industrial Schools: Growth and 188-224 Development 1857-1884. Chapter 8: Home Office Schools and Social Change 225-274 from 1884. Chapter 9: Conclusion. 275-284 Appendices. 285-342 Bibliography. 343-376 ACKNOWLEDGEMENTS My first thanks must go to my supervisor. Dr. David Reeder, for his support, guidance and above all, perseverance. The staffs of the Public Record Office, the British Library, the Greater London Record Office and the many record offices to whom I have referred all gave their assistance generously. I am particularly indebted to the Librarian and Staff of Leicester University Library and Leicester University School of Education Library. My thanks are owed to those friends and colleagues at Leicester, Nottingham and Southampton universities and within the prison service who have given me the opportunity, both formally and informally, to formulate and express my views. Support from departmental colleagues has been particularly appreciated. I owe many thanks to Carole Humber who typed my thesis. My long-suffering family deserve and receive my warmest appreciation. CHAPTER 1 : INTRODUCTION The early nineteenth century response to social deviants, whether they were paupers, vagrants, criminals or mentally ill was manifested in the development of institutions which were designed to be mechanisms of both treatment and control. Reformatory and industrial schools were a later part of this development which marked the emergence of the concept of child criminality and the ideology of child reform in an institutional setting. When the work on this thesis was started, the history of the reformatory school was still a relatively neglected aspect of the history of education and social policy in the nineteenth century. Indeed, earlier work undertaken by me for a master's dissertation was one of the earliest explorations of these institutions as products of an ideological movement.1 Since that time, further research has contributed much to an understanding of the nature of this ideology of reform, and recent theses, including a study of the development of the reformatory system in Scotland,2 an examination of some aspects of institutional practice in English schools after 1. E. Parkinson, "The Origins and Development of the Reformatory and Industrial School Movement to 1874", Unpublished, M.A. dissertation University of Leicester, 1976. 2. A.G. Ralston, "The Treatment of Destitute and Delinquent Children in Scotland 1812-1872, with specific reference to Industrial and Reformatory schools". Unpublished D. Phil, thesis. University of Oxford, 1982. the mid-nineteenth century,! and a full-scale survey of changes in the laws relating to juvenile offenders in the eighteenth and nineteenth centuries^, have added to the body of knowledge of both the theory and practice of reformatory and industrial schools. However, these have been only partial accounts which have not really come to terms with the problems of analysis with which revisionist theories have confronted the historian. The purpose of this study is to offer a more comprehensive reconstruction of the ideas and practices involved in the treatment of deviant children in the second half of the nineteenth century while, at the same time, attempting to assess the uses and limitations of the theoretical perspectives which have developed around this and related areas in the last ten years. There have been a number of major theoretical influences on the study of reformatory institutions. The first of these, as presented in the traditional interpretations of an evolving child-care policy in the nineteenth century, considered reformatory and industrial schools as aspects of the state's gradual recognition of 1. P.J. Rooke, "Education in the Treatment of Young Offenders during the Nineteenth Century in England and Wales", Unpublished Ph.D. thesis, CNAA BulmerShe College of Higher Education, 1984. 2. M.M. May, "A Child's Punishment for a Child's Crime: the Reformatory and Industrial School Movement in Britain, c.1780-1880", Unpublished Ph.D. thesis. University of London, 1981. its duties towards certain categories of children, which, in some cases, could replace or supersede that of natural parents.! These interpretations also emphasised the increasing involvement of government as opposed to voluntary enterprise as the nineteenth century progressed, together with the humanitarian basis of nineteenth century social policy and the trail-blazing nature of nineteenth century charitable enterprise.2 The perspective advanced by this progressive/reformist school has undoubtedly offered valuable tools for research, not the least of which have been those institutional studies which have emphasised the practices of particular schools or the merits of individual reformers.3 The criticisms levelled against this perspective however have been considerable. The most important of these has been that it has erroneously assumed that the new provisions 1 . See for example, I. Pinchbeck and M. Hewitt, Children in English Society, vol.II ( 1973). Earlier examples of the "progressive" approach can be found in M.A. Spielman, The Romance of Child Reclamation (1920) and, to a certain extent, in J. Carlebach, Caring for Children in Trouble (1970). 2. See for example, H.W.Schupf, "The Perishing and Dangerous Classes, Efforts to Deal with the Neglected, Vagrant and Delinquent Juvenile in England 1840-1875", Unpublished Ph.D. thesis. University of Columbia, 1971., and H.W.Schupf, "Single women and Social Reform in the mid-Nineteenth century: the case of Mary Carpenter", Victorian Studies, vol.XVII, no. 3 (1974), pp.301-317. 3. Of particular interest are two such studies, R.J. Saywell, Mary Carpenter of Bristol, Bristol (1964), and J. Manton, Mary Carpenter and the Children of the Streets (1976). The thesis has also used the celebratory histories of a number of reformatory and industrial schools. for delinquent children were in all ways better than the old ones and that reformers were motivated by the need to improve not only the quality of statutory provision but the quality of life of the recipients of that provision. It was an assumption which overlooked the evidence of repressive regimes and punitive practices, and ignored the possibility that legislation concerning deviant children operated as much, if not more, to the advantage of the legislators as it did to the benefit of miscreant youth. Since then, revisionist histories have radically modified this view by pointing out that nineteenth century social policy was also motivated by a concern over the allocation of power between social groups and a desire to devise mechanisms whereby social equilibrium could be maintained. In the field of reformatory and industrial school legislation, American studies have dominated, moving the focus away from the benign intentions of reformers towards the punitive elements of reformatory regimen which were intended to affirm traditional middle-class values and to punish non-conforming or independent behaviour among the young. They have also stressed the fact that reformatory institutions aggravated the very problem of juvenile delinquency they were designed to correct.! These American studies have no direct parallels in England. However, recent developments in approaches to the history of social deviance in Europe have begun to highlight the possibility that reformatory and industrial schools might be regarded as devices or aspects of a new kind of social engineering which emerged in the nineteenth century. As such they could be viewed as part of a wider attempt to deliberately control anti-authoritarian behaviour in new and more subtle ways than previously, and at the same time extend the concept of deviance to a wider range of increasingly differentiated groups or categories of deviance. This attempt, which can be represented as a kind of 'social technology', was manifested not only in the changes made to the penal system but also in the ideological basis of the revised poor law and the development of the mental asylum as an agency of new policies
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