Abstract
THE SCHOOLS started by Robert Owen and his followers, together with Hazelwood and King’s Somborne, can be regarded as largely native products, responses to the conditions in town and country occasioned by the massive changes to an industrialized England. Dawes and the Hills did not draw heavily on the Continental thinkers, although Owen owed more of a debt to them.
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Notes
This account of Pestalozzi’s life is based upon K. Silber, Pestalozzi: The Man and His Work (London, 1960), passim.
J. H. Pestalozzi, How Gertrude Teaches Her Children, trans. L. E. Holland and F. C. Turner (London, 1894), p. 87.
This account of Fellenberg’s life and work is based upon E. M. Gray, ‘The Educational Work of Emanuel von Fellenberg (1771–1844)’ (unpublished M.A. thesis, University of Belfast, 1952).
Eventually the Poor School became a semi-normal school, in which a number of boys trained for posts as teachers in rural schools. See Rev. M. C. Woodbridge, ‘Sketches of Hofwyl’, in Letters from Hofwyl by a Parent, on the Educational Institutions of de Feilenberg (London, 1842), appendix, PP. 324–5.
Cf. J. Attersoll, Translation of the Reports of M. le Comte de Capo D’Istria and M. Rengger upon the Principles and Progress of the Establishment of M. de Feilenberg at Hofwyl, Switzerlajid (London, 1820), pp. 22–3, 35;
Count Louis de Villevielle, The Establishment of M. Emmanuel de Feilenberg at Hofwyl (London, 1820), pp. 23, 24–5.
K. Guggisberg, Philipp Emanuel von Feilenberg und sein Erziehungstaat (Berne, 2 vols., 1953), ii, pp. 469, 471–3, 478.
C. H. Mayo, A Genealogical Account of the Mayo and Elton Families (London, 2nd ed., 1908), p. 266 n.
E. C. Mayne, The Life and Letters of Anne Isabella, Lady Noel Byron (London, 1929), p. 330.
F. Smith, The Life and Work of Sir James Kay-Shuttleworth (London, 1923), p. 52. Her admiration for Feilenberg even expressed itself in verse in a sonnet composed in 1839:
[Lady Noel Byron], What Feilenberg has Done for Education (London, 1839), p. xi.
Cf. H. M. Pollard, Pioneers of Popular Education, 1760–1850 (London, 1956) pp. 214 ff.
Cf. W. H. G. Armytage, Four Hundred Years of English Education (Cambridge, 1964), p. 115.
E. C. Tufnell, ‘Sir James Kay-Shuttleworth’, Journal of Education, n.s., ii (1877), p. 308.
B. C. Bloomfield (ed.), ‘The Autobiography of Sir James Kay-Shuttle-worth’, University of London Institute of Education, Education Libraries Bulletin, Supplement 7 (London, 1964), p. 27 (hereafter ‘Autobiography’).
J. Kay-Shuttleworth, Four Periods of Public Education (London, 1862), pp. 100–1.
J. P. Kay, ‘Report on the Training of Pauper Children’, Fourth Annual Report of the Poor Law Commissioners for England and Wales, P.P. (1838), xxviii, p. 140; ‘Autobiography’, p. 57.
This account is based on ibid., pp. 310 ff.; R. W. Rieh, The Training of Teachers in England and Wales during the Nineteenth Century (London, 1933), pp. 55 ff.;
Rev. J. Allen, ‘Report on the Battersea Training School and the Battersea Village School for Boys’, Minutes of the Committee of Council on Education, 1842–3, P.P. (1843), pp. 12–21.
Rev. H. Moseley, ‘Report on the Battersea Training School and the Battersea Village School for Boys’, Minutes of the Committee of Council on Education, 1845, P.P. (1846), xxxii, pp. 244–57, passim.
[W. E. Hickson], ‘Educational Movements’, Westminster and Foreign Quarterly Review, liv (Jan. 1851), pp. 402 ff.
C. C. Greville, A Journal of the Reign of Queen Victoria from 1837 to 1852 (London, 3 vols., 1885), ii, p. 212.
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© 1972 W. A. C. Stewart
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Stewart, W.A.C. (1972). Continental Influences. In: Progressives and Radicals in English Education 1750–1970. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-01220-6_3
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