First published in 1984, The Rise of the English Prep School was written to provide the first general history of the English Preparatory School. The book examines how two types of English schools with largely different beginnings, one based on private enterprise and one primarily (but by no means exclusively) on philanthropy, came to be complementary parts of the ‘English Public School system’. It explores the early beginnings of prep or quasi-prep schools in the eighteenth century and their development in the nineteenth and twentieth centuries. The Rise of the English Prep School will appeal to those with an interest in the history of education, and British social history.

This volume concentrates on the processes and practices of formal education, which shaped, and were shaped by, imperial values, attitudes and behaviour. It is concerned with: The myths and visions of imperialism; The nature and extent of ethnocentric attitudes, declared and undeclared; The use of education as a means of disseminating and reinforcing imperial images; The changing concept of imperialism as reflected in the emphases of educational literature The different perceptions of imperialism in the various social and ethnic strata of metropolitan and overseas communities and education systems The assimiliation, adaptation and rejection of metropolitan educational models The issue of imperial education as enlightenment, hegemony and control. The book features chapters by educationalists, historians and sociologists on education as a cornerstone in the construction of imperial control.

First published in 1984, The Rise of the English Prep School was written to provide the first general history of the English Preparatory School. The book examines how two types of English schools with largely different beginnings, one based on private enterprise and one primarily (but by no means exclusively) on philanthropy, came to be complementary parts of the 'English Public School system'. It explores the early beginnings of prep or quasi-prep schools in the eighteenth century and their development in the nineteenth and twentieth centuries. The Rise of the English Prep School will appeal to those with an interest in the history of education, and British social history.

Since the days when nine-year-old Tom Brown set off by stage coach to be prepared for entry to Rugby, middle-class British boys have been sent away to prep school. Here children aged seven to thirteen have been systematically groomed for public school, for gentlemanly life, for military service, for colonial rule and for worldly or, in the case of Harry Potter, wizardly success. In a compelling and sometimes shocking account, Vyvyen Brendon dwells not on the adult purposes behind a peculiarly British institution but on the lives of the children. More than two hundred youngsters appear in these pages, describing their schooldays through memoirs, letters, diaries, poetry, fiction and interviews. The impressions left, happy or miserable, comic or tragic, were indelible. The pupils' responses were seldom expressed at the time for, according to the ancient maxim, children should be seen but not heard. This book gives them a voice. In doing so it reveals a neglected area in the history of childhood and casts a sharp beam of light on the national character.

First published in 1984, The Rise of the English Prep School was written to provide the first general history of the English Preparatory School. The book examines how two types of English schools with largely different beginnings, one based on private enterprise and one primarily (but by no means exclusively) on philanthropy, came to be complementary parts of the 'English Public School system'. It explores the early beginnings of prep or quasi-prep schools in the eighteenth century and their development in the nineteenth and twentieth centuries. The Rise of the English Prep School will appeal to those with an interest in the history of education, and British social history.

Mini-set H: History of Education re-issues 24 volumes which span a century of publishing:1900 - 1995. The volumes cover Education in Ancient Rome, Irish education in the 19th century, schools in Victorian Britain, changing patterns in higher education, secondary education in post-war Britain, education and the British colonial experience and the history of educational theory and reform.

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.

Gerald Howard-Smith’s life is intriguing both in its own right and as a vehicle for exploring the world in which he lived. Tall, boisterous and sometimes rather irascible, he was one of the so-called ‘Lost Generation’ whose lives were cut short by the First World War. Brought up in London, and educated at Eton and Cambridge, he excelled both at cricket and athletics. After qualifying as a solicitor he moved to Wolverhampton and threw himself into the local sporting scene, making a considerable name for himself in the years before the First World War. Volunteering for military service in 1914, he was decorated for bravery before being killed in action two years later. Reporting his death, the War History of the South Staffordshire Regiment claimed that, ‘In his men’s eyes he lived as a loose-limbed hero, and in him they lost a very humorous and a very gallant gentleman.’ As well as telling the fascinating story of Gerald Howard-Smith for the first time, this important new biography explores such complex and important issues as childhood and adolescence, class relations, sporting achievement, manliness and masculinity, metropolitan-provincial relationships, and forms of commemoration. It will therefore be of interest to educationalists, sports historians, local and regional historians, and those interested in class, gender and civilian-military relations – indeed all those seeking to understand the economic, social, and cultural life of late nineteenth and early twentieth-century Britain.