Search

The article focuses on how the Education Act of 1902 was implemented by the Board of Education in England. During the 19th century the bias of slowly developing post-elementary education had been towards the scientific and technical sides. It was in fact made clear that the secondary education fostered by the new authorities was to aim at the culture of the public schools and older grammar schools rather than the scientific and technical education associated with the higher grade schools of the school boards. The regulations and the covering memorandum which was published with them indicated that the secondary school was to have a status distinct from elementary schools. The Board's approval was necessary for the scheme of its governing body, including the plan of its relations with the authority itself. The new school was in fact to have a measure of independence of the authority. The Science and Art Department had checked extreme specialization in Schools of Science by requiring that some time should be devoted to literary subjects.

The article presents a comparative study of educational organization in the 16 plus range. It focuses on the educational systems in Austria and England. The difficulties created by the different historical backgrounds of England and Austria are discussed. The article considers the "Federal School Law of 1962," which is considered as the most important single document concerning school organization in Austria. An overview of the Austrian grammar school is explored. The article also discusses the problems of Austrian educational thought and organization.

The article examines the extent to which grammar schools were really engaged in the elementary education of the poor in Lancashire, England, during the period 1786-1840. The concept of grammar school is vaguer because it covers four related ideas, two of them sociological and two pedagogic, namely the education of the poor with its counterpart of reading, writing and arithmetic, and the education of the middle classes in classical and commercial subjects. There were indeed four views put forward in this period about what a grammar school was or should be. In 1820, as part of the general Parliamentary concern with charities, a bill was passed for giving permissive power to trustees to use grammar school trusts for the instruction of the poor in reading, writing and arithmetic. This led to a controversy between the liberal and the popular education had its counterpart oddly enough in the legal decisions on the function of the grammar school. In 1832, however, it was decided that writing and arithmetic might be taught on a classical endowment.

The article presents information on the Annual Meeting of the Standing Conference on Studies in Education that was held in the New Lecture Theatre, at King's College London, England on December 17, 1971. Its theme, introduced by Professor J.R. Webster, of the University College of North Wales, Bangor, was based on the role of education as an undergraduate study. In opening the discussion one of the speakers suggested that the traditional concern of UDEs, the postgraduate certificate course, did not provide a basis for either a rigorous study of education or a training for research workers. The PGCE course was too brief, the backgrounds of the students taking it too varied and, most problematic of all, when training teachers it was necessary to show a direct and immediate relationship between theory and practice. It was sometimes suggested that UDEs should abandon teacher training altogether and concentrate on research. A more fruitful approach was the introduction of undergraduate and postgraduate degree courses so that UDEs became ordinary university departments who were also involved in the initial and in-service training of teachers.