This book, first published in 1987, attempts to take fresh stock of a man who made a great impact on nineteenth-century English Secondary Education. A quasi psycho-biographical approach is adopted from the beginning so that Thring, the man, is examined from the perspective of his paradoxes, personality and the pervasive influences on him. Specia

This set of 14 volumes, originally published between 1932 and 1995, amalgamates several topics on the history of education between the years 1800 and 1926, including women and education, education and the working-class, and the history of universities in the United Kingdom. This set also includes titles that focus on key figures in education, such as Samuel Wilderspin, Georg Kerschensteiner and Edward Thring. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject and will be of particular interest to students of history, education and those undertaking teaching qualifications.

After the Public Heath Acts of 1872 and 1875, British local authorities bore statutory obligations to carry out sanitary improvements. Richardson explores public health strategy and central-local government relations during the mid-nineteenth-century, using the experience of Uppingham, England, as a micro-historical case study. Uppingham is a small (and unusually well-documented) market town which contains a boarding school. Despite legal changes enforcing sanitary reform, the town was hit three times by typhoid in 1875-1876. Richardson examines the conduct of those involved in town and school, the economic dependence of the former on the latter, and the opposition to higher rates to pay for sanitary improvement by a local ratepayer "shopocracy." He compares the sanitary state of the community with others nearby, and Uppingham School with comparable schools of that era. Improvement was often determined by business considerations rather than medical judgments, and local personalities and events frequently drove national policy in practice. This study illuminates wider themes in Victorian public medicine, including the difficulty of diagnosing typhoid before breakthroughs in bacteriological research, the problems local officialdom faced in implementing reform, and the length of time it took London ideas and practice to filter into rural areas.

This book takes a novel approach to the topic, combining biographical approaches and local history, a synthesis of sociological and historical literature, with new research to address a variety of themes and provide a comprehensive, rounded history demonstrating the entanglement of educational experience and the influence of different modes of discrimination and prejudice. Using the lens of gender, Jane Martin reassesses the gendered nature of the modern history of education and provides an overview of intertwined aspects of education, society, politics and power. Its organisation is user friendly, providing accessible information with regard to chronologies of legislation and key events to reflect constancy and change, whilst ‘mapping’ the larger political, economic, social and cultural contexts, making it ideal for use as a textbook or a resource for teachers and students.

Challenging received opinion and breaking new ground in Kipling scholarship, these essays on Kipling’s attitudes to the First World War, to the culture of Edwardian England, to homosexuality and to Jewishness, bring historical, literary critical and postcolonial approaches to this perennially controversial writer. The Introduction situates the book in the context of Kipling’s changing reputation and of recent Kipling scholarship. After the perspectives of Chesterton (1905), Orwell (1942) and Jarrell (1960), newer contributions address Kipling's approach to the Boer war, his involvement with World War One, his Englishness and the politics of literary quotation. Different aspects of Kipling’s relation to India are explored, including the ‘Mutiny’, Eastern religions, his Indian travel writings and his knowledge of ‘the vernacular’. This collection, whose contributors include Hugh Brogan, Dan Jacobson, Daniel Karlin and Bryan Cheyette, is essential reading for academics and students of Kipling, Victorian and Edwardian English literature and cultural history.

This is the first history of English public schools founded by Evangelicals in the nineteenth century. Five existing public schools can be traced back to this period: Cheltenham College, Dean Close School, Monkton Combe School, Trent College, and St LawrenceÕs College. Some of these schools were set up in direct competition with new Anglo-Catholic schools, while others drew their inspiration from and, to a greater or lesser extent, were modelled on their rivals. Harris documents, for the first time, the rise of Evangelical societies such as the influential Church Association and the little-known Clerical and Lay Associations. An extensive bibliography and useful biographical survey of influential Evangelicals of the period completes this groundbreaking study.

Offers a lively and accessible guide through past and present debates about the English curriculum which will appeal to students and practising teachers.

Settlements were a distinctive aspect of late-Victorian church life in which individual philanthropic Christians were encouraged to live and work in communities amongst the poor and set an example for the underprivileged through their own actions. Often overlooked by historians, settlements are of great value in understanding the values and culture of the 19th century. Settlement missions were first conceived when Samuel Barnett, the incumbent of St. Jude's, Whitechapel, in the East End of London, sought to introduce them as a major aspect of Victorian church life. Barnett argued that settlers should be incorporated into London communities that suffered from squalor and poverty to live and work alongside the poor, to demonstrate their Christian faith and attempt to enhance social conditions from the inside. His first recruits were Oxford undergraduates and when Toynbee Hall was founded in Oxford in 1884, his radical vision of adapting Christian morality towards tackling social deprivation had begun. By the end of the Victorian era more than fifty similar institutions had been created. Whilst few settlements lasted beyond the Victorian period, by injecting Christian ethics into trade unions, local government and the community, they had a huge impact which is still felt in the way these organisations operate today.