英国公学演变历史.docx

1、英国公学演变历史Introduction of british education historySchools were attached to monasteries and churches to educate clerics who were the civil cervants and the scholars of the time as well as monks, nuns and priests. Education had no direct control by the state, the church had been almost a monopoly of li

2、teracy and education. Existed chantry schools for boys from poor families, beating was highly recommended in chantry schools and was an importany part of school and home education; song schools attached to cathedrals and almonry schools attached to monasteries for sons of those connected with the re

3、ligious house to which they were attached or for relatives of monks. After song and almonry schools young men knew alphabet, were able to sing religious songs, to read Latin prayers and to read in English. Different from chantry schools in the song & almonry schools beating was not recomended, those

4、 who broke the rules felt the rod without delay and if anyone knew Latin but spoke English or French with companions or with the clerk, had a blow from the rod for every word. Then in Britain of those days existed preparatory and grammar fee-paying schools for sons of merchants. In preparatory schoo

5、ls were taught reading and writing in Latin and English sufficient for entering a grammar school, and in grammar school itself were taught Latin and Divinity. After leaving grammar school a young man knew Latin Grammar, was able to translate from English into Latin, could sing in Latin and compose 2

6、4 verses a day, in grammar schools young men took part in debates conducted in Latin. The in Britain also existed home education for future monarcs, sons of noblemen. Men were taught military arts and court etiquette so the school-leavers had some military skills and skills in courty accomplishments

7、. Then during the 12th and 13th centuries were some private foundations: by the bishop of Winchester the Winchester college was founded(1383)nowadays included to Clarenda Nine( nine most privilleged and oldest universities in Britain),during 12th-13th centuries were also founded Oxford and Cambridge

8、 Universities.15th-16th centuriesHenry the Eights disbands the monasteries, were founded public schools Eton, Winchester & others. Existed infant or petty schools for sons of merchants, skilled craftsmen and squires. Boys were taught reading, writing and saying catechism or a series of questions and

9、 answers about God and Church. The aim of such schools was to teach a boy to be able to read and write in English. In infant schools was a belief that children are sinful when they are born and in order to make them grow up into good Christians, parents and teachers should be very strict with them a

10、nd it goes without saying in that beating was thought to be the best way of making children learn. So if some pupil made a mistake at the lesson he was beaten. Then existed grammar and public schools for sons of tradesmen and craftsmen. But then children were taught not only Latin & Divinity, but Gr

11、eek, Arithmetic and Music so that the pupils were able to speak and write in Latin, to write poems and essays in Latin, they knew some passages from the Bible by heart. For boys from the poor families existed parish schools , where boys were taught Reading, Writing and a bit of Latin and were able t

12、o say the Lords Prayer. Also still existed home education for future monarchs, sons of nobility under the supervision of a knight. Education aimed at teaching: the military arts, court etiquette and social graces, reading and writing in Latin, sports. Then education for girls arose. But actually it

13、was considered more important for a girl to know about housewifery than Latin. And so the girls did not attend school, but they were often taught in well-to-do families how to read, write and do sums. In 1509 in London was founded St .Pauls school, in 1552 Shrewbury school was founded, in 1560- West

14、minster school, in 1561-The Merchant Taylors public school for boys in London, in 1567-Rugby school in Yorkshire, in 1572- Harrow school in Middlesex. All of them are included into the list of Clarenda Nine. The 17th centuryOr the Stuart period. During that period still existed parish schools for po

15、or children, where were taught Reading and Religious instruction, Writing, Arithmetic and the same as in the Tudor period(15th-16th centuries) beating was thought to be the best way of making children learn; in the charity schools were educated the boys from the poor families. The subjects were Reli

16、gion, Reading and Writing. Also still existed grammar schools for the sons of tradesmen and craftsmen and the major focus was still on classical education there, but Modern sybjects became being recognized as also important. Grammar schools during the Stuart period prepared boys for applying to Oxbr

17、idge. In public schools- for the boys from the wealthy families were taught Latin, Greek, Sports and Religious Studies. This type of schools was made to form a real gentleman from a boy. During 17th century in 1611 Charterhouse school was founded on the site of a former charterhouse in London. In 18

18、72 it was transfered to Surrey. As one of the leading public school for boys it is included in the list of the Clarenda Nine. The situation changed in attitude to girls in 17th century. So in well-to-do families girls got education while sharing their brothers tutors lessons or under the guidance of

19、 open-minded fathers, but the proportion of illiterate women was very high(80 per cent in London and 100 per cent in East Anglia). There were some schools for girls with mojor focus on Dancing, Music, Painting and Singing, Writing and Accounting. And very few included Latin, Greek, Italian, French,

20、Spanish, Hebrew, Experimenting, Philosophy. The 19th centuryIn the 19th century there was considerable growth of public schools to provide administrators and officers for the developing British Empire and elementary schools to provide basic skills (the three Rs) of reading, writing and arithmetic fo

21、r the skilled workforce required by the industrial revolution. During the 1811-1814 schools were organized in which the Bible was the basis of instructions. The National Schools were organized by the National Society for Promoting the Education of the Poor on the Principles of the Established Church

22、. In 1833 first grants were given to the such church schools. In 1839 there was a growth of the states interest in the education of children for life and work in the industrial civilization. Control of grants was given to a new committee called the Education Department and the schools were to be ins

23、pected as a condition for receiving their grants. A minimum level of state support was established. In 1841 Roedean School was founded near Brighton in Sussex. It is one of the most privileged public schools for girls. Now it has about 400 students. In 1853 Cheltenham Ladies College was founded in C

24、heltenham, Gloucestershire. It is one of the leading public schools for girls in Britain and nowadays it has about 800 students. In 1861 the system of grants established by the Education Department in 1839 was replaced by a system called Payments by results: one third of the grant was to depend on t

25、he pupils attendance and two thirds on the results of their examinations in reading, writing and arithmetic. The education reforms were caused dy the needs of industry and trade which demanded mass literacy for workers and better education for the managerial class. In 1870 Fosters Elementary Educati

26、on Act was established and it provided elementary education for every child and set up School Boards to organize schools in districts where there were not enough schools. Children were to be taught to understand and follow simple instructions, to calculate simple measurements, weights and money, to

27、be able to work with simple machinery or to serve in shops. In 1876 Sandons Act was established according to which parents were given the responsibility of ensuring that children between the ages of 5 and thirteen went to school. Mundellas Act was established in 1880 and according to education becam

28、e compulsory for the children between ages of 5 & 10; parents had to pay a few pence a week in fees. But after the Free Education Act established in 1891 the last noteworthy act during the 19th century, elementary education became free. The 20th centuryDuring the 20th century also were lots of Acts

29、established and reforms made so well pay attention to it. And in addition we can call it the last century now. So in 1902 Balfours Education Act was established. In provided for extending secondary education (education age was raised to twelve years), subsidising church schools from local rates and

30、abolishing the locally elected Scool Boards, subtituting as local authorities the country or borough councils. New grammar schools were built and others received grants in return for providing a proportion of free places in order to meet the needs of better- educated workhouse to occupy the increasi

31、ng number of white collar jobs in commerce and industry. In 1906 a Labour MP succeeded in getting a Private Members Bill passed which gave local authorities power to provide meals for children going foodless to school. All secondary schools receiving public money had to offer at least 25 per cent of

32、 their places as free scholarships. In 1918 began to work Fishers Act which raised the school-leaving age to 14 and elementary fees were abolished. Then in 1926 we see Hadows report which suggested two types of schools: Grammar (an academic education with a school-leaving age of 16) and Secondary Mo

33、dern ( a practically based education with a school leaving age of 14). Then goes Butlers Act which introduced free compulsory secondary education. British society was defined as meritocracy, it means society in which every child is given a maximum help to develop his/her talents. The tripartite system was established: Grammar schools for