Classics and Charity: The English Grammar School in the 18th Century. Final Report.

Autor/in	Tompson, Richard S.
Institution	Michigan Univ., Ann Arbor. Dept. of History.
Titel	Classics and Charity: The English Grammar School in the 18th Century. Final Report.
Quelle	(1966), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classical Languages; Curriculum Development; Educational Change; Educational Development; Educational Finance; Educational History; Educational Legislation; Elementary Education; General Education; School Role; School Surveys; Secondary Education; Transitional Schools; Tuition Grants; United Kingdom (England) + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Bildungsentwicklung; Bildungsfonds; History of education; Bildungsgeschichte; Bildungsrecht; Schulgesetz; Elementarunterricht; Allgemein bildendes Schulwesen; Allgemeinbildung; Sekundarbereich; Tuition; Grants; Unterricht; Finanzielle Beihilfe
Abstract	The aim of this study was to examine English secondary education and its emergence in modern form in the 18th century. Three hundred thirty-four grammar schools (more than 50% of those in the 18th century) in 15 counties comprised the sample. County records, educational essays, and other sources were consulted for a general survey of, among other things, changes in curriculum and charity provisions. The study concludes with a new perspective on 18th century grammar schools: 1) they frequently engaged in curriculum changes, adding English grammar, math, modern languages, and technical subjects to the Greek and Latin curriculum; 2) grammar school charity resources failed to expand sufficiently in the 18th century; and, 3) the relatively fluid state of the grammar schools was itself changed and hardened, circa 1800. This delayed further reform of the schools for at least a generation and tended to mask the positive efforts of the 18th century. Appended are primary source locations and a selected list of titles of secondary sources; full bibliographic listings are included in the author's 1967 doctoral thesis, University of Michigan, based on this study. (Author/DJB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC