scholarly journals Patriotism and Imperialism 1870-1914 Education & the Young

2012 ◽  
Vol 2012 (3) ◽  
pp. 97-101
Author(s):  
David Gannon
Keyword(s):  
Public Schools ◽  
Working Class ◽  
Role Models ◽  
The Other ◽  
Teaching Materials ◽  
Youth Groups ◽  
The Public ◽  
Industrial City ◽  
Moral Training ◽  
Good Citizenship

"Propaganda aims to to turn resentment into rebellion or loose coalition into unity." (Mangan, 1986, p. 113) Contemporary commentators and historians alike have commented on the way patriotic and imperial propaganda 'mush­roomed' (Porter, 2004, p. 180) between 1870 and 1914. What is particularly remarked upon is the greater emphasis which was placed on patriotic and imperial themes in schools and youth groups. It is important then to examine this trend, to understand the reasoning and implementation so to be able to make a judgement as to its effectiveness and impact on the young of the day. When examining the emphasis on patriotic and imperial themes in schools and youth groups it is first important to realize that it is a mistake to treat them as a homogenous whole. Treating Eton or Harrow the same as a school in a working class district of London or any larger industrial city would overlook some important differences in what propaganda was trans­mitted and how it was transmitted. As Mangan (1986, p. 113) points out, until 1902 there were essentially two different education systems, one encompassing the public schools and the other covering the vast majority of children. Only by ac­cepting this fact can we begin to see clearly how and why values were transmitted and make some judgment as to its effect. This difference can be seen clearly in the question of teaching materials for schools. A lot of focus has been on the introduction of new subjects in schools, especially the humanities, and the textbooks which were designed to teach these subjects. These text books, according to MacKenzie (1984, p. 177) were to instill a certain set of values; patriotism, good citizenship, and moral training. With a contemporary perception of external weakness and greater threat to Britain's position, it was natural to inspire the class of future leaders, through the example of role models who embodied virtuous and moral lives, to be part of the Imperial enterprise.

Moral Training in the Public Schools.—(Ii.)

1907 ◽  
Vol 66 (19) ◽  
pp. 509-509
Author(s):  
Don E. Mowry
Keyword(s):  
Public Schools ◽  
The Public ◽  
Moral Training

scholarly journals Moral Training in the Public Schools. The California Prize Essays.

1908 ◽  
Vol 5 (2) ◽  
pp. 51
Author(s):  
Will S. Monroe ◽  
Charles Edward Rugh ◽  
T. P. Stevenson ◽  
Edwin Diller Starbuck ◽  
Frank Cramer ◽  
...  
Keyword(s):  
Public Schools ◽  
The Public ◽  
Moral Training

scholarly journals THE LINGUISTIC REGISTER OF BRITISH PREPARATORY SCHOOLS IN ANTHONY BUCKERIDGE’S JENNINGS GOES TO SCHOOL

2018 ◽  
Vol 11 ◽  
pp. 96-107
Author(s):  
Graeme Davis
Keyword(s):  
Public Schools ◽  
Public School ◽  
Working Class ◽  
Formal Analysis ◽  
Primary Source ◽  
Word List ◽  
British English ◽  
The Public ◽  
Preparatory Schools ◽  
Age Range

The unique language employed in many British Public Schools has long been noted; that of the Preparatory Schools from which the Public Schools mostly draw their pupils has generally been neglected.[1] Public School English is a feature of such popular sources as the novel Tom Brown’s Schooldays (1857) and has had formal analysis at least since 1900, the year of publication of Farmer’s Public School Word Book. By contrast, there are far fewer sources for the language of the Preparatory Schools. In Jennings Goes to School, novelist Anthony Buckeridge provides a surprisingly rich overview of this English linguistic Register as it was in the late 1940s. The Jennings Register is explored here through a Jennings word-list as an appendix to this article, and through discussion within this article of the Register in action. The Jennings Register looks in two directions. It is the primary source of Public School English and therefore of the dialect of British English associated with the Upper and Upper-Middle Classes. However, the Jennings Register surprises in that its sources are primarily Working Class and from popular culture, and in this respect it is a dialect of the Working Class. Preparatory School English therefore appears to provide a bridge between various class-based dialects of British English. It may be regarded as a linguistic and cultural unifier for Britain in the twentieth century.The structure of British Schools should perhaps be clarified. Public Schools are fee-charging schools, in contrast with State Schools which charge no fees. Public Schools include many of the most famous schools in Britain, perhaps in the world, for example Charterhouse, Eton, Harrow, Merchant Taylors’, Rugby, St Paul’s, Shrewsbury, Westminster and Winchester. Most are boarding schools, most were for boys only, and most provide education for ages 13-18. Fee-charging schools for the age range of (typically) 8-13 are called Preparatory Schools, and these are schools which prepare pupils for entry to the Public Schools.

scholarly journals Ken Donald and Muscular Christianity

2008 ◽  
Vol 32 (2) ◽  
pp. 305
Author(s):  
Mark Loane
Keyword(s):  
Public Schools ◽  
Physical Development ◽  
The Body ◽  
The Other ◽  
The Public ◽  
Playing Field ◽  
The World ◽  
Muscular Christianity ◽  
The Individual ◽  
The Mind

?MUSCULAR CHRISTIANITY? was a system which relied upon sport to allow people to grow in a moral and spiritual way along with their physical development. It was thought that . . . in the playing field boys acquire virtues which no books can give them; not merely daring and endurance, but, better still temper, self restraint, fairness, honor, unenvious approbation of another?s success, and all that ?give and take? of life which stand a man in good stead when he goes forth into the world, and without which, indeed, his success is always maimed and partial [Kingsley cited from Haley, in Watson et al].1 This system of thought held that a man?s body is given him to be trained and brought into subjection and then used for the protection of the weak, the advancement of all righteous causes [Hughes, cited in Watson et al].1 The body . . . [is] . . . a vehicle by which through gesture the soul could speak [Blooomfield, cited in Watson et al].1 In the 1800s there was a strong alignment of Muscular Christianity and the game of Rugby: If the Muscular Christians and their disciples in the public schools, given sufficient wit, had been asked to invent a game that exhausted boys before they could fall victims to vice and idleness, which at the same time instilled the manly virtues of absorbing and inflicting pain in about equal proportions, which elevated the team above the individual, which bred courage, loyalty and discipline, which as yet had no taint of professionalism and which, as an added bonus, occupied 30 boys at a time instead of a mere twenty two, it is probably something like rugby that they would have devised. [Dobbs, cited in Watson et al]1 The idea of Muscular Christianity came from the Greek ideals of athleticism that comprise the development of an excellent mind contained within an excellent body. Plato stated that one must avoid exercising either the mind or body without the other to preserve an equal and healthy balance between the two.

scholarly journals Contested Architecture: The ‘Woba’ Residential Colony in Basel, 1930

2019 ◽  
Vol 4 (3) ◽  
pp. 212-222 ◽  
Author(s):  
Rhea Rieben
Keyword(s):  
Working Class ◽  
The Other ◽  
Furniture Industry ◽  
The Public ◽  
One Year ◽  
The City

In 1930, a housing exhibition called ‘Woba’ took place in the city of Basel. Unique for Switzerland, the commercial aspect of the furniture industry was complemented by a newly constructed residential colony. In accordance with discussions held one year before at the II CIAM congress in Frankfurt a. M., the Wohnung für das Existenzminimum was brought to life. Thirteen architectural offices experimented with different spatial designs in order to develop cheap and hygienic housing for the working class. For one month, some of the houses were open to the public. In the Swiss press, a vivid and controversial debate arose. On one side, its supporters advocated for standardized and rationalized housing as an appropriate way of living for modern individuals. On the other side, conservative forces saw a communist scheme at work in this housing in the style of Neues Bauen. By analyzing contemporary press articles on the Woba, this paper shows that the question of society’s future was being negotiated through architecture and furniture.

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