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A Gentleman's Burden: Difference and the Development of British University of Arkansas, Fayetteville ScholarWorks@UARK Theses and Dissertations 8-2016 A Gentleman's Burden: Difference and the Development of British Education at Home and in the Empire During the Nineteenth and Early- Twentieth Centuries Jeffrey Willis Grooms University of Arkansas, Fayetteville Follow this and additional works at: http://scholarworks.uark.edu/etd Part of the African History Commons, European History Commons, Islamic World and Near East History Commons, and the Other History Commons Recommended Citation Grooms, Jeffrey Willis, "A Gentleman's Burden: Difference and the Development of British Education at Home and in the Empire During the Nineteenth and Early-Twentieth Centuries" (2016). Theses and Dissertations. 1623. http://scholarworks.uark.edu/etd/1623 This Dissertation is brought to you for free and open access by ScholarWorks@UARK. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of ScholarWorks@UARK. For more information, please contact [email protected], [email protected]. A Gentleman's Burden: Difference and the Development of British Education at Home and in the Empire During the Nineteenth and Early-Twentieth Centuries A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in History by Jeffrey Grooms University of Arkansas Bachelor of Arts in History and German, 2008 August 2016 University of Arkansas This dissertation is approved for recommendation to the Graduate Council. ________________________________________ Dr. Benjamin Grob-Fitzgibbon Dissertation Director ________________________________________ ________________________________________ Dr. Richard Sonn Dr. Andrea Arrington Committee Member Committee Member Abstract A Gentleman's Burden is a comparative analysis of state-funded primary education in Britain, Ireland, West Africa, and India during the nineteenth and early-twentieth cen- turies. Starting with early-nineteenth century theories on primary education, this disserta- tion traces the evolution of state-funded educational ideology alongside Britain's domestic and imperial development. Key innovations in educational ideology are considered alongside the core moments of educational change during this period, specifically the major policies and reforms that shaped British state-funded education at home and abroad. Through this lens, education is shown to be a central component in how British officials and educationists perceived, categorized, and ruled the disparate populations and cultures of Britain and its empire. These themes and arguments stress the interconnectivity of British domestic and imperial narratives during the nineteenth and early-twentieth centuries, as well as the im- pact of state-funded education on the formation of both British national identity and anti- imperial identities in the British Empire. Acknowledgements Special thanks are extended to the University of Arkansas Department of History, the J. William Fulbright College of Arts and Sciences, and the University of Arkansas Grad- uate School for their financial and academic support throughout the development of this dissertation. Table of Contents Introduction ........................................................................................................................ 1 Structure, Topics, and Goals ............................................................................................ 10 Historiography of British Education ................................................................................ 22 Chapter 1: Contextualizing State-Funded Education ....................................................... 45 Chapter 2: Societies, Ideologies, and Politics .................................................................. 61 Chapter 3: Early Experiments in Education .................................................................... 75 Chapter 4: India, Britain, and the Monitorial Method ..................................................... 95 Chapter 5: Personalities of Reform in Britain and Ireland ............................................ 118 Chapter 6: The Official Mind of the Inspectorate .......................................................... 145 Chapter 7: Imperial Anxieties and the Dangers of Ignorance ........................................ 182 Chapter 8: Rethinking State-Funded Education ............................................................ 207 Chapter 9: Moralism and Imperial Obligation ............................................................... 226 Chapter 10: Compromises, Setbacks, Solutions ............................................................ 247 Chapter 11: Challenges to Moral Education .................................................................. 273 Chapter 12: Complacency and Criticism in India and Ireland ....................................... 301 Chapter 13: The Shift to Compulsion ............................................................................ 335 Chapter 14: Divergence and Imperial Education ........................................................... 355 Chapter 15: Education and Nationalist Imperialism ...................................................... 396 Conclusion: The Limits of Imperial Power ................................................................... 422 Bibliography and Works Cited ....................................................................................... 432 Introduction If it were not for...[the] elementary schools...[we] would be overrun by a horde of young savages...Anyone who can compare the demeanour [sic] of our young people at the present day with what it was five and twenty years ago must notice how roughness of manner has been smoothed away, how readily and intelligently they can answer a question, how the half hostile suspicion with which they regarded a stranger has disappeared; in fact how they have become civilized.1 A family enters a manufacturing village; the children...probably have never lived in but a hovel; have never been in the street of a village or town; are unacquainted with common usages of social life; perhaps never saw a book; are bewildered by the rapid motion of crowds; confused in the assemblage of scholars. The have to be taught to stand upright– to walk without a slouching gait– to sit without crouching like a sheep dog. They have to learn some decency in their hair, skin and dress. They are commonly either cowed or sullen, or wild, fierce and obstinate. In the street they are often in a tumult of rude agitation. Their parents are almost equally brutish. They have lived solitary lives in some wild region...such children as these...[we] have to civilize and Christianize... 2 It is difficult for the historian of empire to detach the terms 'savage,' 'civilize' or 'brutish' from their racially-charged connotations. More often than not, such terms are re- served for moments of cultural conflict between colonizer and colonized, no doubt influ- enced by the innumerable stereotypes inflicted upon the peoples of Africa and elsewhere during the age of European imperial expansion. Yet, such historical hardwiring has created a false loop of terminology and purpose. For many, terms like 'savage' and 'civilize' simply re- 1. Committee of Council on Education, Minutes for the Committee of Council on Education, 1895-1896, vol. 17/66, Ed (National Archives, Kew, Richmond, Surrey, TW9 4DU: Education Department, 1896), 103. See also: G.A.N. Lowndes, The Silent Social Revolution: An Account of the Expansion of Public Education in England and Wales, 1895-1965 (Oxford: Oxford University Press, 1969), 15. 2. Minutes for the Committee of Council on Education, 1861-1862. Archival Records, ED. 17/27. Education Department, 1862, 74-75. James Kay-Shuttleworth, Sir, Sir James Kay- Shuttleworth on Popular Education (New York: Teachers College Press, 1862 (reprint. 1974)). James Kay-Shuttleworth, Sir, Four Periods of Public Education as Reviewed in 1832, 1839, 1846, 1862 (London: Longman, Green, Longman and Roberts, 1862), 582. See also Mary Sturt, The Education of the People: A History of Primary Education in England and Wales in the Nineteenth Century (London: Routledge and Kegan Paul, 1967), 162-3. 1 inforce the European ideologies required to generate such terms in the first place. The ex- cerpts above, however, were not a consequence of the age of high imperialism, nor were they the byproduct of the clash of colonizers and colonized (not in the traditional sense, at least). Pulled from the reports of the inspectors and lawmakers associated with the state- funded education system of late-nineteenth century Great Britain, these two excerpts are the byproducts of Britons scrutinizing fellow Britons.3 The children of the first excerpt were part of a new crop of primary-age students in London during the 1890s; the family in the second excerpt was from North Yorkshire at around the same time. The British writers of these excerpts showed no favoritism to mem- bers of their own Anglo-Saxon race; to them, vagabond street children (commonly dispar- aged, tellingly, as 'street Arabs') and impoverished rural families could be lumped into the same categories as the supposedly 'uncivilized' or 'barbarous' peoples found in the empire. These illustrations, but a sampling of the vast collection of such writings and statements, clearly indicate how Britons categorized and denigrated many of the races, cultures, and classes at home and in their global empire. The examples do not, however, explain why. Ref- erencing the two
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