The Concept Of Popular Education A Study Of Ideas And Social Movements In The Early Nineteenth Century

Originally published 1965. This reprints the 1977 edition which included a new introduction. From the starting point of "popular" charity education, the book traces the dynamic of ideological and social change from the 1790s to the 1830s in terms of attitudes to education and analyzes the range of contemporary opinions on popular education. It also examines some of the channels through which ideas about education were disseminated and became common currency in popular movements.

Originally published 1974. Thousands of elementary schools for the children of the poor were founded during the nineteenth century, yet there is scarcely a published history of a single one of them. This volume is precisely such a history and the authors trace its story against the background of local and national change in education and society. On the basis of a unique collection of records the authors have pieced together a picture of the social composition of the school, its curriculum and teaching methods, and its administration and finance. They relate the history of the school to that of London and the church, to that of educational authorities and educational policy.

Neil Smelser's Social Paralysis and Social Change is one of the most comprehensive histories of mass education ever written. It tells the story of how working-class education in nineteenth-century Britain—often paralyzed by class, religious, and economic conflict—struggled forward toward change. This book is ambitious in scope. It is both a detailed history of educational development and a theoretical study of social change, at once a case study of Britain and a comparative study of variations within Britain. Smelser simultaneously meets the scholarly standards of historians and critically addresses accepted theories of educational change—"progress," conflict, and functional theories. He also sheds new light on the process of secularization, the relations between industrialization and education, structural differentiation, and the role of the state in social change. This work marks a return for the author to the same historical arena—Victorian Britain—that inspired his classic work Social Change in the Industrial Revolution thirty-five years ago. Smelser's research has again been exhaustive. He has achieved a remarkable synthesis of the huge body of available materials, both primary and secondary. Smelser's latest book will be most controversial in its treatment of class as a primordial social grouping, beyond its economic significance. Indeed, his demonstration that class, ethnic, and religious groupings were decisive in determining the course of British working-class education has broad-ranging implications. These groupings remain at the heart of educational conflict, debate, and change in most societies—including our own—and prompt us to pose again and again the chronic question: who controls the educational terrain?

Taking up a little-known story of education, schooling, and missionary endeavor, Helen May, Baljit Kaur, and Larry Prochner focus on the experiences of very young ’native’ children in three British colonies. In missionary settlements across the northern part of the North Island of New Zealand, Upper Canada, and British-controlled India, experimental British ventures for placing young children of the poor in infant schools were simultaneously transported to and adopted for all three colonies. From the 1820s to the 1850s, this transplantation of Britain’s infant schools to its distant colonies was deemed a radical and enlightened tool that was meant to hasten the conversion of 'heathen' peoples by missionaries to Christianity and to European modes of civilization. The intertwined legacies of European exploration, enlightenment ideals, education, and empire building, the authors argue, provided a springboard for British colonial and missionary activity across the globe during the nineteenth century. Informed by archival research and focused on the shared as well as unique aspects of the infant schools’ colonial experience, Empire, Education, and Indigenous Childhoods illuminates both the pervasiveness of missionary education and the diverse contexts in which its attendant ideals were applied.

Lincoln's war, the North's attack on the South, took the life of 622,000 citizens and altered the government's structure. Marx and Engels watched the war from afar and applauded his efforts. The media and our government-controlled schools have presented a deceptive view of every historical event and have whitewashed the most scandalous political leaders and vilified leaders who have worked in the best interests of the people. Following Lincoln's precedent-setting war, we have been repeatedly lied into wars. Currently, our young men and women shed their blood in foreign lands while well-connected corporations make massive profits rebuilding the infrastructure that other corporations have demolished. Meanwhile, our politicians, possessing inside knowledge, grow richer through their investments and the bribes they accept from deep-pocketed lobbyists. They have not listened to their constituents for decades. CIA thugs, in behalf of the corporations, commit terrorist acts in other countries which the U.S. government and media blame on the so-called insurgents. In 2010, the Pentagon paid the following to the top five out of 100 (1) Lockheed Martin Corp. $16,700,588,328; (2) Northrop Grumman Corp. $11,145,533,497; (3) Boeing Co. $10,462,626,196; (4) Raytheon Co. $6,727,232,555; (5) Science Applications International Corp. $5,474,482,583. Yet, throughout the country, vital infrastructure is crumbling and politicians are selling taxpayer-funded public properties to private interests as a profitable venture. The new owners exploit the public by raising service rates while diminishing the services.