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Rh Tawney: the Integrated Life and the Reform of Education in England

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Rh Tawney: the Integrated Life and the Reform of Education in England R.H. TAWNEY: THE INTEGRATED LIFE AND THE REFORM OF EDUCATION IN ENGLAND 1905-1944 MARIE FRANCIS THERESA MULLIGAN B. Ed. Sec., The University of British Columbia, 1960 M.A., Simon Fraser University, 1988 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY In the Department of History of- the Faculty of Arts O Marie Francis Theresa Mulligan 2006 SIMON FRASER UNIVERSITY Fall 2006 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: MARIE FRANCIS THERESA MULLIGAN Degree: DOCTOR OF PHILOSOPHY Title of Dissertation: R.H. TAWNEY: THE INTEGRATED LIFE AND THE REFORM OF EDUCATION IN ENGLAND 1905-1944 Examining Committee: Chair: Dr. Alexander Dawson Assistant Professor, History Department Dr. John Stubbs, Senior Supervisor Professor, History Department Dr. Rod Day, Supervisor Professor Emeritus, History Department Dr. Ian Dyck, Supervisor Associate Professor, History Department Dr. Marie1 Grant, External Examiner Associate Professor, History Department University of Victoria Dr. Kieran Egan, SFU External Examiner Professor, Faculty of Education Date Defended/Approved: DECLARATION OF PARTIAL COPYRIGHT LICENCE The author, whose copyright is declared on the title page of this work, has granted to Simon Fraser University the right to lend this thesis, project or extended essay to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. The author has further granted permission to Simon Fraser University to keep or make a digital copy for use in its circulating collection, and, without changing the content, to translate the thesislproject or extended essays, if technically possible, to any medium or format for the purpose of preservation of the digital work. The author has further agreed that permission for multiple copying of this work for scholarly purposes may be granted by either the author or the Dean of Graduate Studies. It is understood that copying or publication of this work for financial gain shall not be allowed without the author's written permission. Permission for public performance, or limited permission for private scholarly use, of any multimedia materials forming part of this work, may have been granted by the author. This information may be found on the separately catalogued multimedia material and in the signed Partial Copyright Licence. The original Partial Copyright Licence attesting to these terms, and signed by this author, may be found in the original bound copy of this work, retained in the Simon Fraser University Archive. Simon Fraser University Library Burnaby, BC, Canada ABSTRACT Reform of state education in England, which began seriously with the Education Act of 1870, and continued with the Education Act of 1902 failed to give the reform movement the secular system and equality of access and provision it desired for all students. The system was far from the democratic entity that enfranchised citizens deserved. After the First World War, the reform movement's advance toward full educational democracy gained impetus, culminating in the Education Act of 1944, which some believed had solved most of the educational problems perceived by the reformers. Yet in the 198OYs,scholars like Kevin Jefferys and Brian Simon concluded that this 1944 Act was conservative, and that it failed to give the reform movement much of what it had advocated. To examine the reform movement from 1905 to 1944 and to consider the Jefferys/Simon challenge, I focus on R.H. Tawney, one of the great social democrats and educational reform leaders of the time. By examining his whole career including his Workers' Educational Association work, his First World War experiences, his contributions to the Church of England, government, and the Labour Party as well as his academic life, I believe that a thematic approach enables me to probe and link the various aspects of his life and educational crusade in greater depth. At the heart of his integrated life was his unshakeable belief in equal rights for all and his conviction that educational provision was the essential foundation for achieving this. Of great assistance were the Tawney papers, among them the TawneyNyvyan collection, released to the public at the London School of Economics in 2005. Drawing on these and a myriad of Tawney books, articles and reviews as well as the vast literature written about him and the context in which he operated, I argue that for decades Tawney led the educational reform movement that reached its climax in 1944, a measure that, unfortunately for Tawney and his fellow reformers, did not meet all their objectives. In the end, their reform efforts failed to produce a 1944 Education Act that was a major step forward for English children. Although there was limited progress towards educational equality, the system of privilege, successfully deflecting the efforts of Tawney and the reform lobby, continued to dominate the state school system. Keywords: educational reform in England, equality of educational provision, Christian Socialism, the integrated life, Workers' Educational Association ACKNOWLEDGEMENTS I have greatly appreciated the support of Dr. John Stubbs, who has guided, evaluated and applauded my efforts over several years; the tireless problem-solving of Scott Mackenzie and Nancy Blake at Interlibrary Loans who found all the material that I required; the encouragement of two of my fellow students, Elizabeth Clogg and James Cousins, who shared their experience and knowledge. In Britain, librarians and archivists were especially helpful to me: Sue Donnelly and the staff of the London School of Economics Archives; Christine Coates of the WEA Collection at Metropolitan University; and Steven Byrd and Darren Treadwell at the Labour History Archives and Study Centre in Manchester. Most important, has been the support of my family and friends: my father Anthony McNally who died in December 2004, my brother and sister-in-law, James McArthur and Barbara Diggins, and my friends Merle Herbert Panico, Melody Sawkins and Ann Sutherland. R. H. Tawney, President of the Workers' Educational Association 1928-1944 By permission of the Workers' Educational Association, www.wea.org.uk vii TABLE OF CONTENTS .. Approval............................................................................................................................. II ... Abstract............................................................................................................................. m Acknowledgements........................................................................................................... vi... Table of Contents............................................................................................................ vlu Short Biography ............................................................................................................1 Abbreviations ................................................................................................................5 Glossary of English Educational Terms ....................................................................... 6 Introduction.................................................................................................................. 7 Part I The WEA Years............................................................................................... 21 Chapter 1 The WEA: teaching to 1914..................................................................... 22 Chapter 2 Combat: the catalyst 1914-191 8 ............................................................... 49 Chapter 3 The WEA: administration and propaganda 1914-1945 ............................. 65 Part II The Integrated Life ................................................................................... 100 Chapter 4 Christian Socialism ................................................................................. 101 Chapter 5 Tawney's Academic Life ........................................................................ 134 Chapter 6 Politics: the Labour Party ....................................................................... 174 PART Ill The State Education Commitment ..................................................... 213 Chapter 7 Evolving attitudes to 1918 ...................................................................... 214 Chapter 8 Tawney's Decade: 1918-193 1 ................................................................. 241 Chapter 9 Propaganda: tenacity and purpose 1931-1939 ........................................ 282 Chapter 10 Towards a new education act: 1939-1945 ........................................ 318 Conclusion ................................................................................................................. 381 Bibliography .............................................................................................................. 387 Appendices .................................................................................................................415 Appendix I Restructuring of the Schools in England: 1870-1902 ...................... 416 Appendix I1 Aims of the CEA ........................................................................... 418 Appendix I11 Nonvood Questionnaire ..............................................................
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