*Please note- This site search does not include the Vic. & Tas. BMD's, Lots o' Links & Worth a Look Books
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Marva deloIsE (Nettles) Collins
inspired American Educator
1936-2015
Marva Delores Collins (née Knight) was born in Monroeville, Alabama, to father, Henry Knight and mother, Bessie (née Nettles). Marva's father was a successful merchant, cattle buyer, and undertaker. He expected nothing but the best from Marva & her younger sister, "We were expected to be excellent" Marva would recall.
Marva grew up in the South, during a time of segregation, attending a strict elementary school in a one-room schoolhouse in Atmore, Alabama, which would later influence her career. Collins has described her childhood as "wonderful" and filled with material comforts that included riding in luxury cars and having her own horse.
At a young age she managed her father's inventory for his business, keeping track of invoices, and deposited the money in the bank. From these early experiences, she developed the philosophy she would use later in life to teach children, one that entailed providing encouragement and positive reinforcement.
After graduating in 1957 with a bachelor's degree in secretarial sciences,from Clark College (now Clark Atlanta University) in Georgia, she returned to Alabama to teach typing, shorthand, bookkeeping, and business law at Monroe County Training School. Having never intended to be a teacher, she left the teaching profession in 1959 to take a position as a medical secretary at Mount Sinai Hospital in Chicago and during that time she met Clarence Collins, a draftsman,
On September 2nd 1960, she married Clarence & went on to have 3 children, Patrick, Eric and her only daughter, Cynthia. After her marriage, Collins returned to teaching in 1961, as a full-time substitute in Chicago's inner-city school system for approximately fourteen years, as she missed helping youngsters discover the joy of learning.
As part of the public system, she found that some teachers "were creating more welfare recipients" which made her angry. Always being concerned with the low levels of achievement by some of the students in the schools where she taught, Collins looked for a remedy. She dexided to open her own school, calling it the 'Westside Preparatory School' in the basement of the Daniel Hale Williams University, which was to be an affordable private school especially for low income black children, that had been labeled as learning disabled by the Chicago Public School System. Collins was sure that these 'labelled' students were teachable and able to overcome their learning difficulties through her own teaching methods, which she believed would eliminated behavioral issues and allowed students to flourish. She made a point of not accepting federal funding, as she didn't want to abide by the regulations that came with such a backing, she also felt that she needed more independence than she had in the university setting, so she withdrew $5,000 (approx. $22,750 today) from her own teacher's retirement fund in 1975, and with her husband's help, they renovated the top floor of their home to be a schoolroom. There home was located in one of Chicago's poorest neighborhoods and the new school was to accommodate approximately twenty children ranging from four to fourteen years old.
Two of her children attended her school, setting the bar for the others to rise up to. Collins would build the confidence of her students by saying to each of them "Who is the most important child?" and "When is the most important time?", where they would reply, "Me" & "Now".
Challenges arose such as the necessary requirements to run a school in her home, but she successfully overcame all of them. The school eventually moved to its own building near Collins's home, where shortly after this move, enrollment increased to more than two hundred students.
Marva Collins became well-known due to the 1981 TV movie based on her life's work entitled 'The Marva Collins Story', starring Cicely Tyson and Morgan Freeman. Cicely Tyson, who played Collins in the TV movie, said she spent time with Collins to research for the role. Collins also appeared in a featured news article on CBS's '60 Minutes', which was inspired by a 1970's article written by Chicago Sun-Times reporter Zay N. Smith about Collins and Westside Prep. Also in 1981, Collins received the Jefferson Award for Public Service - for Greatest Public Service Benefiting the Disadvantaged.
In 1982, Kevin Ross, a 23–year-old Creighton University basketball player, reached his senior year of college without being able to read. With the assistance of a booster from Creighton, Ross enrolled in second grade at Westside Prep. With private tutoring by Collins, Ross learned how to read and graduated in May 1983. Ross had difficulties continuing his education, but when he had serious troubles, Collins was there to help him.
President Ronald Reagan cited Collins during an unveiling of a national program to combat adult illiteracy and due to the success of her teaching methods, it was reported that in 1983, Reagan wanted to nominate Collins for the position of Secretary of Education, but this didn't interest her. She was also asked by president George H. W. Bush to become Secretary of Education, but she declined in favor of teaching one student at a time. In 1994, the singer 'Prince' featured her in his music video "The Most Beautiful Girl in the World." ,he also donated $500,000 to the Westside Preparatory School Teacher Training Institute, which was created to teach Collins' teaching methodology.
In 1996, Collins was hired to supervise three Chicago public schools that had been placed on probation, then in 2004, Collins received a National Humanities Medal, among many awards for her teaching and efforts of school reform, and also being an Honorary member of the Alpha Kappa Alpha sorority.
Collins began questioning the use of her name on schools that were not under her supervision and control. In 2004 she demanded that the Milwaukee outpost, the Marva Collins Preparatory School of Wisconsin, stop using her name. The school remained in operation as of 2008, but under the name Milwaukee College Preparatory School. The following year she announced that she had no relationship with the Cincinnati school that bore her name, and wanted them to cease using her name.
During the 2006–07 school year, Collins' school charged $5,500 for tuition, with parents saying that the school did a much better job than the Chicago public school system, which budgeted $11,300 per student, yet still, authorities in the system complained that this was not enough.
As of 2008 the Cincinnati school was fighting to retain the name, and the matter was being contested in court. Meanwhile, Collins had moved her base of operations to Hilton Head Island, South Carolina, from where she maintained a busy schedule of speaking engagements, workshops, and other consulting activities.
Marva Collins, alongside her daughter Cynthia, ran the Westside Preparatory School in Chicago (which was eventually located on the South Side), for more than 30 years, until its closure in 2008 due to financial issues
Marva Delores Collins died while in hospice care, on June 24, 2015, in Beaufort County, South Carolina, at the age of aged 78 years.
Reference-
https://en.wikipedia.org/wiki/Marva_Collins
http://www.encyclopedia.com/people/social-sciences-and-law/education-biographies/
* Note- Some reference sites have Marva Collins' middle name as Delores & her parents as Henry Knight & Bessie Nettles (including wikipedia). The Source of the following information, is from, 'Who's who of American Women' 1983' & Obituary New York Times June 28 2015.
COLLINS, MARVA DELOISE NETTLES
Teacher; educational innovator. Born– August 31, 1936, Monroeville. Parents– Alex L. and Bessis Maye (Knight) Nettles. Married– Clarence Collins, September 2, 1961. Children– Three. Education– Clark College in Atlanta, B.A., 1957; attended Chicago Teachers College and Columbia College, 1965-1967. Taught at Monroeville, 1957-1959; taught in the Chicago Public Schools, 1960-1975. Founded the Westside Prep School in the Garfield Park neighborhood of Chicago, 1975, and operated it 1975-2008.
http://www.lib.ua.edu/Alabama_Authors/?p=1144
Find a Grave has-
Marva Deloise “Lois” Knight Nettles Collins
BIRTH 31 Aug 1936 Monroeville, Monroe County, Alabama, USA DEATH 24 Jun 2015 Bluffton, Beaufort County, South Carolina, USA
BURIAL Unknown MEMORIAL ID 148322649
https://www.findagrave.com/memorial/148322649#
Marva grew up in the South, during a time of segregation, attending a strict elementary school in a one-room schoolhouse in Atmore, Alabama, which would later influence her career. Collins has described her childhood as "wonderful" and filled with material comforts that included riding in luxury cars and having her own horse.
At a young age she managed her father's inventory for his business, keeping track of invoices, and deposited the money in the bank. From these early experiences, she developed the philosophy she would use later in life to teach children, one that entailed providing encouragement and positive reinforcement.
After graduating in 1957 with a bachelor's degree in secretarial sciences,from Clark College (now Clark Atlanta University) in Georgia, she returned to Alabama to teach typing, shorthand, bookkeeping, and business law at Monroe County Training School. Having never intended to be a teacher, she left the teaching profession in 1959 to take a position as a medical secretary at Mount Sinai Hospital in Chicago and during that time she met Clarence Collins, a draftsman,
On September 2nd 1960, she married Clarence & went on to have 3 children, Patrick, Eric and her only daughter, Cynthia. After her marriage, Collins returned to teaching in 1961, as a full-time substitute in Chicago's inner-city school system for approximately fourteen years, as she missed helping youngsters discover the joy of learning.
As part of the public system, she found that some teachers "were creating more welfare recipients" which made her angry. Always being concerned with the low levels of achievement by some of the students in the schools where she taught, Collins looked for a remedy. She dexided to open her own school, calling it the 'Westside Preparatory School' in the basement of the Daniel Hale Williams University, which was to be an affordable private school especially for low income black children, that had been labeled as learning disabled by the Chicago Public School System. Collins was sure that these 'labelled' students were teachable and able to overcome their learning difficulties through her own teaching methods, which she believed would eliminated behavioral issues and allowed students to flourish. She made a point of not accepting federal funding, as she didn't want to abide by the regulations that came with such a backing, she also felt that she needed more independence than she had in the university setting, so she withdrew $5,000 (approx. $22,750 today) from her own teacher's retirement fund in 1975, and with her husband's help, they renovated the top floor of their home to be a schoolroom. There home was located in one of Chicago's poorest neighborhoods and the new school was to accommodate approximately twenty children ranging from four to fourteen years old.
Two of her children attended her school, setting the bar for the others to rise up to. Collins would build the confidence of her students by saying to each of them "Who is the most important child?" and "When is the most important time?", where they would reply, "Me" & "Now".
Challenges arose such as the necessary requirements to run a school in her home, but she successfully overcame all of them. The school eventually moved to its own building near Collins's home, where shortly after this move, enrollment increased to more than two hundred students.
Marva Collins became well-known due to the 1981 TV movie based on her life's work entitled 'The Marva Collins Story', starring Cicely Tyson and Morgan Freeman. Cicely Tyson, who played Collins in the TV movie, said she spent time with Collins to research for the role. Collins also appeared in a featured news article on CBS's '60 Minutes', which was inspired by a 1970's article written by Chicago Sun-Times reporter Zay N. Smith about Collins and Westside Prep. Also in 1981, Collins received the Jefferson Award for Public Service - for Greatest Public Service Benefiting the Disadvantaged.
In 1982, Kevin Ross, a 23–year-old Creighton University basketball player, reached his senior year of college without being able to read. With the assistance of a booster from Creighton, Ross enrolled in second grade at Westside Prep. With private tutoring by Collins, Ross learned how to read and graduated in May 1983. Ross had difficulties continuing his education, but when he had serious troubles, Collins was there to help him.
President Ronald Reagan cited Collins during an unveiling of a national program to combat adult illiteracy and due to the success of her teaching methods, it was reported that in 1983, Reagan wanted to nominate Collins for the position of Secretary of Education, but this didn't interest her. She was also asked by president George H. W. Bush to become Secretary of Education, but she declined in favor of teaching one student at a time. In 1994, the singer 'Prince' featured her in his music video "The Most Beautiful Girl in the World." ,he also donated $500,000 to the Westside Preparatory School Teacher Training Institute, which was created to teach Collins' teaching methodology.
In 1996, Collins was hired to supervise three Chicago public schools that had been placed on probation, then in 2004, Collins received a National Humanities Medal, among many awards for her teaching and efforts of school reform, and also being an Honorary member of the Alpha Kappa Alpha sorority.
Collins began questioning the use of her name on schools that were not under her supervision and control. In 2004 she demanded that the Milwaukee outpost, the Marva Collins Preparatory School of Wisconsin, stop using her name. The school remained in operation as of 2008, but under the name Milwaukee College Preparatory School. The following year she announced that she had no relationship with the Cincinnati school that bore her name, and wanted them to cease using her name.
During the 2006–07 school year, Collins' school charged $5,500 for tuition, with parents saying that the school did a much better job than the Chicago public school system, which budgeted $11,300 per student, yet still, authorities in the system complained that this was not enough.
As of 2008 the Cincinnati school was fighting to retain the name, and the matter was being contested in court. Meanwhile, Collins had moved her base of operations to Hilton Head Island, South Carolina, from where she maintained a busy schedule of speaking engagements, workshops, and other consulting activities.
Marva Collins, alongside her daughter Cynthia, ran the Westside Preparatory School in Chicago (which was eventually located on the South Side), for more than 30 years, until its closure in 2008 due to financial issues
Marva Delores Collins died while in hospice care, on June 24, 2015, in Beaufort County, South Carolina, at the age of aged 78 years.
Reference-
https://en.wikipedia.org/wiki/Marva_Collins
http://www.encyclopedia.com/people/social-sciences-and-law/education-biographies/
* Note- Some reference sites have Marva Collins' middle name as Delores & her parents as Henry Knight & Bessie Nettles (including wikipedia). The Source of the following information, is from, 'Who's who of American Women' 1983' & Obituary New York Times June 28 2015.
COLLINS, MARVA DELOISE NETTLES
Teacher; educational innovator. Born– August 31, 1936, Monroeville. Parents– Alex L. and Bessis Maye (Knight) Nettles. Married– Clarence Collins, September 2, 1961. Children– Three. Education– Clark College in Atlanta, B.A., 1957; attended Chicago Teachers College and Columbia College, 1965-1967. Taught at Monroeville, 1957-1959; taught in the Chicago Public Schools, 1960-1975. Founded the Westside Prep School in the Garfield Park neighborhood of Chicago, 1975, and operated it 1975-2008.
http://www.lib.ua.edu/Alabama_Authors/?p=1144
Find a Grave has-
Marva Deloise “Lois” Knight Nettles Collins
BIRTH 31 Aug 1936 Monroeville, Monroe County, Alabama, USA DEATH 24 Jun 2015 Bluffton, Beaufort County, South Carolina, USA
BURIAL Unknown MEMORIAL ID 148322649
https://www.findagrave.com/memorial/148322649#
1. Alabama
2. Chicago
3. Westside Preparatory School
4. History of Education
5. Early Schools
6. Teachers
7. The Horn Book
8. Spellers & Readers
9. Ways & Methods
10. Punishment
11. Poor & Incorrigible
12. 1937 Convention & Onward
13. Our Reader friends
14. Year Books
2. Chicago
3. Westside Preparatory School
4. History of Education
5. Early Schools
6. Teachers
7. The Horn Book
8. Spellers & Readers
9. Ways & Methods
10. Punishment
11. Poor & Incorrigible
12. 1937 Convention & Onward
13. Our Reader friends
14. Year Books
Alabama
Alabama joined the union of the U.S.A. as the 22nd state in 1819. It is located in the southern United States and nicknamed the “Heart of Dixie.” The region that became Alabama was occupied by American Indians. During the first half of the 19th century, cotton and slave labor were central to Alabama’s economy. The state played a key role in the American Civil War; Following the war, segregation of blacks and whites prevailed throughout much of the South. In the mid-20th century, Alabama was at the center of the American Civil Rights Movement and home to such pivotal events as the Montgomery Bus Boycott, which was a civil-rights protest during which African Americans refused to ride city buses in Montgomery, Alabama, to protest segregated seating. The boycott took place from December 5, 1955, to December 20, 1956, and is regarded as the first large-scale U.S. demonstration against segregation. Alabama History http://www.history.com/topics/us-states/alabama Legal segregation of schools was stopped in the U.S. by federal enforcement of a series of Supreme Court decisions after Brown v. Board of Education in 1954. All legally enforced public segregation was abolished by the Civil Rights Act of 1964.
https://en.wikipedia.org/wiki/Racial_segregation After the abolition of slavery in the United States, three Constitutional amendments were passed to grant newly freed African Americans legal status: the 13th Amendment abolished slavery, the 14th provided citizenship, and the 15th guaranteed the right to vote. In spite of these amendments and civil rights acts to enforce the amendments, between 1873 and 1883 the Supreme Court handed down a series of decisions that virtually nullified the work of Congress during Reconstruction. Beginning in 1909, a small group of activists organized and founded the National Association for the Advancement of Colored People (NAACP). They waged a long struggle to eliminate racial discrimination and segregation from American life.
https://www.loc.gov/exhibits/brown/ School Segregation in the Southwest
http://latinousa.org/2016/03/11/no-mexicans-allowed African-American History and Culture
http://www.loc.gov/rr/mss/guide/african.html Alabama Online Genealogy Records
https://www.familysearch.org/wiki/en/Alabama Many have seen these skulls that illustrate the fact that when it all comes down to it, we're all the same!
(1841) Charles Lenox Remond, “Slavery As It Concerns The British”
http://www.blackpast.org/1841-charles-lenox-remond
"Dixie" is usually defined as the eleven Southern states that seceded in late 1860 and early 1861 to form the new Confederate States of America.
They are (in order of secession): South Carolina, Mississippi, Florida, Alabama, Georgia, Louisiana, Texas, Virginia, Arkansas, North Carolina, and Tennessee. Missouri, Kentucky and Maryland never seceded from the Union, but many of their citizens favored the Confederacy. Maryland is not included in Dixie today. A "crownstone" boundary monument on the Mason–Dixon line. These markers were originally placed at every 5th mile (8.0 km) along the line, ornamented with family coats of arms facing the state that they represented. Maryland's coat of arms was the Calvert family & on the other side are the arms of William Penn.
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Alabama is known as the 'Heart of Dixie' due to a campaign in the late 1940's, by the Alabama Chamber of Commerce to stamp out the old 'Cotton State' reputation
Rosa Parks, a 42-year-old black woman, refused to give up her seat to a white passenger on a Montgomery, Alabama, public bus.
https://prologue.blogs.archives.gov/2015/11/30/ To learn more about the life of Rosa Parks, read Michael Hussey’s 2013 Pieces of History post Honoring the “Mother of the Civil Rights Movement.” Montgomery Bus Boycott
http://www.history.com/topics/black-history/ Racial segregation in the United States
includes the segregation or separation of access to facilities, services, and opportunities such as housing, medical care, education, employment, and transportation along racial lines. Signs were used to show where non-whites could legally walk, talk, drink, rest, or eat. Segregated facilities extended from white only schools to white only graveyards.
Dixieland, sometimes referred to as hot jazz or traditional jazz, is a style of jazz based on the music that developed in New Orleans at the start of the 20th century. One of the first uses of the term "Dixieland" with reference to music was in the name of the Original Dixieland Jass Band (which shortly thereafter changed the spelling to "Original Dixieland Jazz Band"). Their 1917 recordings fostered popular awareness of this new style of music. (wiki)
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Al Jolson - Alabamy Bound 1939 Version Alabama
2:09 Alabama Dixieland Jazz Band
1:13 |
Lynyrd Skynyrd - Sweet Home Alabama
5:00 Tiger Rag -(1917) Original Dixieland Jazz Band
3:06 |
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Chicago
Chicago 1833, Historical Timeline
https://www.chipublib.org/chicago-history-timeline/
https://www.chipublib.org/chicago-history-timeline/
The first 40 acres (160,000 m2) segment of Garfield Park was formally opened to the public in August 1874. Originally known as Central Park, it was conceived as the centerpiece of the West Park System. Jenney, best known as the father of skyscrapers, was influenced by the French parks and boulevards he had seen and studied while living in Paris. The park was renamed in 1881 in honor of slain President James A. Garfield.
Garfield Park was initially intended to be used for passive recreation such as strolling and picnicking. Jensen's expertise as an engineer led him to design a large lagoon as a means of draining the park site while creating the requisite water features. The lagoon was used for boating in summer and ice skating in winter.
https://en.wikipedia.org/wiki/Garfield_Park_(Chicago) The Garfield Park Conservatory, designed by landscape architect Jens Jensen in 1906-07, is a 4.5-acre (1.8 ha) greenhouse conservatory at the northwest corner of the park.
William Le Baron Jenney,
father of the Skyscraper William Le Baron Jenney (1832-1907), was born into a family of New England ship owners & grew up to become a teacher, engineer, landscape planner, and pioneer of building technologies.
https://www.thoughtco.com/william-le-baron-jenney Architecture by Jenney
West Garfield Park is still one of the most violent neighborhoods of Chicago
Chicago Genealogy Records and Sources
on the Internet http://www.genealogybranches.com/chicago Chicago Genealogical Society http://www.chicagogenealogy.org/online-research The National Archives at Chicago https://www.archives.gov/chicago/archives/ |
Garfield Park is a 184-acre (0.74 km2) urban park located in the East Garfield Park neighborhood on Chicago's West Side. It was designed as a pleasure ground by William LeBaron Jenney and is the oldest of the three great original Chicago West Side parks (Humboldt Park, Garfield, and Douglas Park). It is home to the Garfield Park Conservatory, one of the largest conservatories in the United States.
Bandstand, Garfield Park, Chicago circa 1914
http://chicagopc.info/parks/garfield-park/ Jens Jensen, now known as the Dean of Prairie-style landscape architecture
In 1905, Jens Jensen, now known as the Dean of Prairie-style landscape architecture, was appointed as the superintendent of the West Park System where he experimented with design ideas and improvements to the deteriorated and unfinished sections of Garfield Park.
Click on image for clips from 'The Living Green' (Jens Jesen) 10:09
More than 100 years ago, Danish immigrant Jens Jensen (1860 – 1951) arrived in America and contributed to the Midwest’s physical and cultural landscape in an enduring way.
http://www.jensjensen.org/drupal/ Emigrating to the U.S. in 1884 from his native Denmark, Jensen was a key figure in the Chicago Renaissance and, along with O.C. Simonds and Wilhelm Miller, played a prominent role in the creation of a uniquely North American design aesthetic, the Prairie Style. His pioneering work in the Chicago’s West Parks, including the design of Columbus Park and extensive redesign of Humboldt, Garfield and Douglas Parks, was informed by his philosophical belief in the humanizing power of parks and his commitment to working closely with indigenous plants and ecological processes of the region’s prairie landscape. https://tclf.org/pioneer/jens-jensen West Garfield Park, Van Buren and Keeler
West Garfield Park
This area was settled by various farmers in the middle part of the 19th century but no major society set up. In 1869 the area was annexed into the city of Chicago, and by 1870 this area was named “Central Park.” In 1873 the North Western Railway built a series of shops which offered employment, with Irish and Scandinavian immigrants making their way there, settling in the area as they built up Central Park with houses and businesses. The Central Park community was renamed “West Garfield Park” in 1881 after the assassination of President James A. Garfield, although it was more referred to as just “Garfield Park”, until the East Garfield Park neighborhood was developed shortly after 1900. The actual park of Garfield Park was set up as an excellent recreation area, having a gentleman’s club which was converted into a race track in 1878. The track became the site of illegal gambling bringing the first criminal element into this neighborhood. Several taverns along Madison Avenue, catered for racing fans and gamblers, but in the 1890's, the track was raided and shut down. At the turn of the century the neighborhood boomed, as several manufacturing businesses opened on and near the west side of Chicago employing several thousand employees, until the Great Depression of the 1930's hit. The neighborhood was all African American by 1965, the whites moving out from 1963. Gangs soon took over in West Garfield Park & by the 1970's, the Heroin trade was active in the area. https://chicagoganghistory.com/neighborhood/ Darktown Strutters Ball - Guy Lombardo and His Royal Canadians
2:16 A short history of “Darktown Strutters’ Ball”
(Shelton Brooks, 1915) https://www.jazziz.com/short-history-darktown The song, 'Darktown Strutters’ Ball', is said to be about a real Annual Ball in Chicago
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Great Fire of Chicago. Click on Button for a full 1871 account |
Westside Preparatory School
Marva Collins garnered respect and loyalty from students perceived to be Chicago’s most difficult children:
"I just deal honestly with children. They know I don’t turn my nose down at them. They listen to me because I am not some outsider who comes over here and talks down to them about what it is like to be poor. I’m right here working with them all the time. If everyone in the neighborhood treated these children with the same consistent interest, the children would do for them what they do for me." http://educationpost.org/following-the-marva-collins "Trust yourself. Think for yourself. Act for yourself. Speak for yourself. Be yourself. Imitation is suicide."
"If you can't make a mistake, you can't make anything." "Character is what you know you are, not what others think you have." -Marva Collins Marva Collins Quotes
http://www.azquotes.com/author/19906 Above- Kevin Ross, a 6'9', 23 year old Student at Collins' School, was a real life 'Billy Madison'
Kevin Ross, a former basketball player who left college at a second-grade reading level, then enrolled at Collins' school, jumping 11 grade levels in reading.
The Creighton University set him up at Westside Preparatory School in Chicago and paid $350 a month for him to attend. Ross, 23, left college and went to a kindergarten-through-8th grade-school. At that time, he was reading at a second-grade level. He would squeeze his 6-foot-9 frame into desks made for kids 2 feet shorter than he was. In nine months, Ross jumped 11 grade levels in reading. In May of 1983, he graduated from Westside Prep. Suddenly, he was a star off the court. He met President Ronald Reagan, testified before congress, and made numerous television appearances.
Kevin Ross, A Sad, Real Life Billy Madison https://imgur.com/gallery/gxOJ1 Ross delivered a 30-minute commencement address (1983) to a gathering of about 200 students, parents, and supporters of the school, and received standing ovations before and after the speech. He spoke of the need to relight the candle of excellence that burns inside each individual.
http://www.nytimes.com/1983/05/26/sports/ Before its closure in 2008, the school was now located on the South Side of the city and ran by Collins' daughter, Cynthia.
"My daughter and I went through some really depressing times, but there comes a time in all of our lives when you have to make tough decisions," said Collins.
The pre-K through 8th grade school originally called Westside Preparatory closed after 30 years.
The school started by legendary Chicago educator Marva Collins will close.(2008)
http://abc7chicago.com/archive/6188122/ Phonics Strategies Success Stories
http://www.sweetsoundsofreading.com/Phonics Marva Collins did it her way (2015)
https://world.wng.org/2015/07/marva_collins Not based in any way on Ross' story, but still features an adult student & his adjustments to
re-doing the early grades There is still in operation, a 'Westside preparatory Charter School', but it has no connection to Marva Collins
or her Methods. VISION
Westside Preparatory Charter School implements 21st century skills and develops attitudes that foster student learning both within and beyond the classroom. Welcome to Westside Preparatory Charter School
Excellence in Education At WPCS, we have a high level of community service, 1-1 technology, and a high level of family participation. Our experienced teachers have an average of 20 years of experience. We are the highest scoring school in the district for the Smarter Balanced Assessment. We have on-going teacher Professional Development and conferences to improve skills and techniques. https://cswc-trusd-ca.schoolloop.com/about Charter schools are public schools of choice, families choose them for their children. They operate with freedom from some of the regulations that are imposed upon district schools. Charter schools are accountable for academic results and for upholding the promises made in their charters.
http://www.uncommonschools.org/our-approach/ American Ancestors
https://www.americanancestors.org/index.aspx The Marva Collins Story (1981) full movie 1:41:54
True story starring Cicely Tyson as Marva Collins, a Chicago teacher striving to educate her students, but grows frustrated by boundaries imposed on her methods by a failing public school system. Contains- No Bad language, No Sexual references, No Violence (Bottom righthand corner for full screen) A Reunion of 34 of Collins' early students, proved that they were all successfully employed and still alive.
"None on Welfare", "None on Drugs", "None in Prison" Plainfield Public Library Courier News Marriage License Announcements, 1957 to 1967 By Date *Announcements began in May 1957.
http://www.plainfieldlibrary.info/pdf/LH/LH_CNmar Records Index & Transcription Projects http://www.plainfieldlibrary.info/Departments/LH 1930 Plainfield City Directory Index of reported deaths http://www.plainfieldlibrary.info/pdf/LH/LH_City |
By the 1970's, when Marva Collins was attempting to set up her School, the Heroin trade was active in the area.
In addition to the successful operation of her school, in 1991 she was teaching 1,000 teachers a year on how to realize success. Five years later, in 1996, the city of Chicago gave Collins administrative control of five academically underperforming schools.
The school which was founded in 1975 by Collins, focused on high-risk children,
The School's soaring achievements brought national attention.
Other Schools carried the
'Marva Collins' name Marva Collins Preparatory School in Silverton (2001)
Collins Prep open to boarders (Colorado) http://enquirer.com/editions/2001/06/09/ The Cincinnati Enquirer from Cincinnati, Ohio ·Pg 19
WEDNESDAY, MARCH 23, 2005 The Co wits law name is Educator contends local schools unfairly using it Marva Collins schools in Roselawn and Silverton to change names. The schools educate about 180 pre-kinder to 8th grade students, many from low-income or disadvantaged backgrounds. Free Trial https://www.newspapers.com/newspage/102744429/ Marva Collins eventually turned over operation of Westside Preparatory School to her daughter, Cynthia.
In 2008, Westside Preparatory School closed. But Collins’ methods, her practice, her legacy carries on through the lives of the countless students and educators she touched over the course of her 40-plus years in education. She instilled in them a love of learning and literature—often using the Socratic method to engage and teach students’ critical thinking skills.
Marva N. (D.) Collins, teacher and public speaker, addressing Plainfield High School, Dec. 8, 1986.
Historical Photos http://collections.plainfieldlibrary.info/collections Books by Marva Collins
60 Minutes: Marva Collins 1995 Part 1
7:56 60 Minutes: Marva Collins 1995 Part 2
7:17 Education In Plainfield
As Seen Through Historical Documents In the 19th Century, Plainfield was at the forefront of early public education in New Jersey. Plainfield had one of the very first public schools in the state, as a result of a law in 1848 that established a "free school open to all and supported by taxation." This was the first such law to be found in the New Jersey statutes. The first high school in Union County was built in Plainfield. Dr. Charles H. Stillman and Mr. Elston Marsh led the efforts to provide free education to the youth of Plainfield. Stillman was elected the first Plainfield Superintendent of Schools in 1847. That year he opened two schools in Plainfield, one was in a cabinet shop and the other was in a hat shop. http://www.plainfieldlibrary.info/OnlineExhibits/ Historical Newspaper Collection
http://www.plainfieldlibrary.info/Departments/LH/ Courier News Obituary Index http://www.plainfieldlibrary.info/Departments/LH/LH Bible Records Project http://www.plainfieldlibrary.info/Departments/LH/ Records Index & Transcription Projects http://www.plainfieldlibrary.info/Departments/L Memorial Funeral Home Records http://www.plainfieldlibrary.info/Departments/L Plainfield Public Library Surname File List http://www.plainfieldlibrary.info/pdf/LH/LH_Surname Plainfield Tax Receipt Ledger Index 1887-1900 [Bulk dates : 1887-1894] http://www.plainfieldlibrary.info/pdf/LH/LH_Tax1887 Plainfield Tax Recepts Ledger 1895 to 1903 [bulk dates 1895 to 1897] http://www.plainfieldlibrary.info/pdf/LH/LH_Tax1895 Crescent Avenue Presbyterian Church 1844-1866 http://www.plainfieldlibrary.info/pdf/LH/LH_Pres "With Education the way it is, we desperately need a 'Marva Collins' today!" |
The History of Education
Most of the information in this Section is from-
Early schools and school-books of Europe & New England 1545, By George Emery Littlefield,
Early schools and school-books of Europe & New England 1545, By George Emery Littlefield,
EDUCATION is the art of drawing out, or developing the faculties, of training human beings in the functions for which they are destined.
'To educate' is from the Latin educere, to lead out, to bring up, as to bring up a child mentally or physically.
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TO EDUCATE is to inform and enlighten the understanding of.
The knowledge of man's nature is usually comprehended under three divisions: *Physiology, the constitution of his body
*Psychology, the constitution of his mind *Ethics and Religion, his moral nature. |
Diodorus Siculus, Greek historian, said: "Necessity was man's first instructor"
Priests, were the educators or teachers of their day
As wisdom and knowledge were regarded as gifts by the Deity to his ministers, the priests were the teachers and advisers not only of the people, but also of the rulers, and their power was often greater than that of a king,
*The Egyptians are credited with the written character
*The Phoenicians developed a system of alphabetical writing which they are believed to have introduced into Greece. Phoenicia was an ancient civilization composed of independent city-states which lay along the coast of the Mediterranean Sea stretching through what is now Syria, Lebannon and northern Israel.
https://www.ancient.eu/phoenicia/ Among the means for promoting knowledge were the public libraries, some of which are celebrated in history. Pisistratus, who reigned from 560 B.C. to 527 B.C, is said to have been the first Greek who formed a library for the good of those who wished to avail themselves of it. Sylla gained possession of the library when he took the city of Athens 85 B. C, and removed it to Rome. Another library of great value, said to have been collected by Aristode, was also carried to Rome by Sylla.
Above- The library of Celsus is an ancient Roman building in Ephesus, Turkey, built in honor of the Roman Senator Tiberius Julius Celsus Polemaeanus and completed in 135 AD
The Library of Alexandria, in Egypt, was the largest & most significant great library of the ancient world. It flourished under the patronage of the Ptolemaic dynasty and functioned as a major center of scholarship from its construction in the 3rd century BC until the Roman conquest of Egypt in 30 BC.
http://www.crystalinks.com/romelibrary.html THE ROMANS- The most brilliant age of Roman literature began with the capture of Corinth and Carthage 146 B. C, and continued to the death of Augustus, A. D. 14. Public schools were established in which were taught not only the elements of the Greek and Latin language, but also the principles of poetry and oratory. From Kennett's Antiquities we learn that "at the age of six or seven, children were sent to masters called literatores, who taught them to read and write". They were then sent to the grammar schools to learn the art of speaking well and the understanding of authors; frequently to the houses of great men, where some eminent grammarian was employed not only to instruct the children, but also to assist the master of the house in his oratorical exercises. At the age of seventeen, when the youths put on the manly toga, they were brought in a solemn manner to the forum and entered in the study of pleading; not only if they designed to make this their chief profession, but also their inclinations lay rather to the camp.
THE UNEDUCATED SPARTANS- According to the laws of Lycurgus, when the boys had attained the age of seven, they were no longer in the charge of their parents, but of the state. They were enrolled in classes, and under public masters their education was such as to train them up to that species of heroism and the practice of the severer virtues. Discipline became more strict after the age of twelve. At eighteen they were considered to have arrived at the age of manhood, at twenty they were permitted to speak in the assemblies, and were admitted to the public banquets; at thirty they were ranked as men, and were allowed to undertake public offices. They were thus educated to become obedient citizens and excellent soldiers. The Spartan was active only when engaged in war. In peace his manner of life was idle and listless.
Where there was a Christian Church, a school for the nurture of children and youth for the service of religion and the duties of society was also established.
THE ENGLISH- As late as the beginning of the seventeenth century, education was confined to children of the upper classes, such as the nobles, gentry, small freeholders and merchants. The children of the farm laborers, mechanics, and servants received practically no education. In 1500 the population of England is estimated to have been three millions, a very small portion of which received any education. London was the great city, containing about sixty or seventy thousand inhabitants, the large majority of the population lived in the country on the large estates of the nobles and knights,
For many centuries in England, knowledge was confined to the clergy, although under this term were comprehended many who were not clergymen. The word clericus, or clerk, became synonymous with penman. It was considered a proof presumptive that he was in holy orders, if a man could write or read.
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Instruction is that part of education which furnishes the mind with knowledge, and the one whose business it is to instruct others is known as a teacher. In the widest sense of the word a man is educated, either for good or evil, by everything that he experiences from his cradle to his grave; home and neighborhood are the chief educators of moral training, while the imparting of information has become more particularly the business of the schoolmaster.
Without an understanding of the Mother tongue, the grand access to knowledge remains forever closed.
The nations which have had the greatest influence on the education of the world were the Egyptians, Phoenicians, Greeks, and Romans.
Children of the priests alone received what we should call a liberal education both in the arts and sciences. The higher education, or the study of the sciences, was in the hands of the priests, who were the educators or teachers of their day. The priests, however, were not confined to their religious and educational duties, but filled the highest offices of state. They had the custody of the public records; it was their province to impose and levy taxes, to regulate weights and measures; and out of their order were chosen all the magistrates and judges.
THE GREEKS- The whole system of education among the Greeks was peculiarly calculated for the development and improvement of the powers of the mind and of the body in common. Gymnastics constituted an essential part of it, All that part which related more especially to the cultivation of the mind went under the term "music." In later times music was used in the restrictive sense, and grammar comprehended those branches not included under the term "music." Thus the education of a Greek was divided into 3 parts: grammar, music & gymnastics.
At Athens Every citizen was compelled to industry Hear what Ancient Greek Music Sounded Like
http://www.openculture.com/2013/10/ Plato in front of the Academy of Athens
Public schools of philosophy were established in Athens, among the most famous of which were the Academy, of which Plato was the first teacher; Up to the age of sixteen the education of youth was left entirely to parents or guardians. The boy first attended the grammar school, where he was taught his alphabet and how to speak and write correctly; later he studied grammar, under which was included not only a knowledge of the language, but also something of poetry, eloquence, history, and the elements of philosophy. He also attended the palestra, where he learned the exercises, and received instruction from the professional harper or flute-player, who taught him the rudiments of music. At the age of sixteen he entered the gymnasium, where he was trained in gymnastic exercises under public teachers who kept him under severe discipline. At the age of eighteen he entered upon his apprenticeship in arms, during which he had to perform several duties for the protection of his country. At the end of two years he was admitted to the rights of a citizen, and until the age of sixty was liable to be called upon to perform military service.
If, however, it was intended the boy should occupy a place in the upper ranks on a level intellectually with those who were regarded as finished gentlemen, there must be acquired a knowledge of literature, and especially of poetry, above all, an intimate acquaintance with the classic writings of Homer. In Rome, besides the public libraries there were several distinguished private libraries, many citizens having them in their palaces or at their country villas.
As the Greek and Latin classics were at variance with the teachings of Christianity, they were prohibited by the Fathers of the Church, men's minds were deprived of the means of enlightenment, and ignorance, superstition, and barbarism overspread the countries of Europe, until the revival of the study of classical literature, the spirit of which is called the Renaissance; and freedom from the spiritual tyranny exercised by the papacy overall Christendom, which kept the human mind in bondage, led to an advance in civilization which at the present day has reached a point which in many respects is much superior to that of any country in the ancient world.
Above- Charles the Great (Charlemagne)
Other Reigning Charles'- Charles the Fat Charles the Mad Charles the Simple Charles the Bald Charles the Hammer Charles the Great possessed a knowledge unusual for his age & could speak Latin and read Greek. He gave great encouragement to literature, and invited learned men from all quarters to reside in his dominions. He invited Alcuin of England, the most distinguished divine and philosopher of his time, to become his instructor and counselor, and employed him to promote the cause of education and learning in the schools and colleges which he founded.
The Schools of Charles the Great and the Restoration of Education in the 9th Century
By James Bass Mullinger 1877 https://books.google.com.au/books?id=b0kBAAA The laity, or people who were not clerks, had but little use for letters. Commerce was carried on principally by truck or barter, or by payments in money. Amounts were cast up by means of an abacus. The credit of instituting the public school for the elementary education of the poor belongs to the Christian Church. Where there was a Christian Church, a school for the nurture of children and youth for the service of religion and the duties of society was also established.
Clergy- Holymen, Ministers, Priest etc., who teach religion
Clerk- Learned man who was a penman in charge of the records. If these two words are related, then why do some of us pronounce 'Clerk' as 'Clark'? |
Early Schools
In England, the earliest mention of a school dates back to the permanent introduction of Christianity. One of the oldest schools of which anything is known is the school of Canterbury, which is stated to have been established probably by Saint Augustine, who in A. D. 596 was sent with forty other monks by Pope Gregory I to convert the Anglo Saxons to Christianity. Instruction was given not only in divinity, but also in astronomy, medicine, arithmetic, and the Greek and Latin languages.
'Early schools and school-books of Europe & New England 1545' In the following centuries schools were established by eminent prelates. JofFrid, Abbot of Croyland, established a school at Cottenham, which is thought to be the origin of the University of Cambridge. In A. D. 1190 Sampson, Abbot of St. Edmunds, founded a school for 40 boys at Bury St. Edmunds. William of Wykeham, Bishop of Winchester, founded a college at Oxford in A. D. 1382. Other colleges were endowed by benevolent persons for the maintenance of the poorer students. The object of the colleges was to educate young men who were to devote their lives to study and for the service of the Church. The recipients of the endowments were known as fellows
'Early schools and school-books of Europe & New England 1545' For many centuries schools were found only in connection with monasteries and cathedrals
Later, wealthy students who wished to receive an education in law, medicine, or other science were received as boarders under the name of commoners, or students not on the foundation. They were public only because anyone could apply for admission, as fellow or commoner. The number of fellows was limited to the amount of the foundation.
'Early schools and school-books of Europe & New England 1545' 'Endowed grammar schools' instruction was intended to prepare for the universities, Latin and Greek formed the basis of the whole instruction; geography, history, arithmetic, and mathematics occupying a subordinate place in the curriculum. These schools were frequented by the sons of the professional classes and the wealthier tradesmen.
'Early schools and school-books of Europe & New England 1545' While the grammar schools were making divines, lawyers, and physicians out of the sons of the upper classes, the free schools were making clever handicraftsmen and thriving citizens out of the sons of the mechanics and laborers.
King Alfred wished to raise his people from a condition of ignorance & vice by promoting education among all classes.
"All the youth of England, but more especially those who are of gentle kind, and at ease in their circumstances, may be grounded in letters, for they cannot profit in any pursuit until they are well able to read English." King Alfred also established a seminary, which was attended not only by the sons of the nobility, but also by many of the inferior clans. This seminary is claimed to have been the foundation of the University of Oxford.
He invited learned men from all quarters of Europe to reside in England and enjoined every freeholder possessed of 60 acres of land to send his children for instruction. The schools were intended for every person of rank and substance, who, either from age or want of capacity, was unable to learn or read himself and were compelled to send to school either his son or a kinsman, or if he had neither, a servant.
'Early schools and school-books of Europe & New England 1545' "Free" schools weren't free of charge, but were free to all classes to enroll if they had the money to pay
A financial endowment is a donation to the school for its ongoing support
List of English & Welsh endowed schools
(19th century) https://en.wikipedia.org/wiki/List_of Endowed Schools Act 1869 https://en.wikipedia.org/wiki/Endowed_Schools List of the oldest schools in the United Kingdom https://en.wikipedia.org/wiki/List_of_the_oldest Dorchester is an historic neighborhood comprising more than 6 square miles in Boston, Massachusetts, United States. Originally, Dorchester was a separate town, founded by Puritans who emigrated in 1630 from Dorchester, Dorset, England. (wiki)
A grammar-school (late 14c.) originally was a school for learning Latin, which was begun by memorizing the grammar. In U.S. (1842) the term was put to use in the graded system for a school between primary and secondary where English grammar is one of the subjects taught. The word is attested earlier in surnames (late 12c.) such as Robertus Gramaticus, Richard le Gramarie, whence the modern surname Grammer.
https://www.etymonline.com/word/grammar The period of infancy and boyhood was entrusted to women & at the age of 11 years, tuition was begun in earnest. Plain education dates from the 14th century; reading and writing were the chief branches, but children were also taught grammar.
'Early schools and school-books of Europe & New England 1545' |
William of Wykeham, bishop of Winchester from 1367 to 1404, was an exceptional figure in fourteenth-century England. During his long tenure of the see of Winchester he engaged in a diversity of large building projects and promoted them with commitment and great financial power. In 1379 William founded New College at the University of Oxford and three years later Winchester College, a grammar school, which functioned as a feeder institution for his university college. Both colleges provided education for seventy poor scholars, and Wykeham commissioned buildings for their use on an equally ambitious scale.
http://www.britishartstudies.ac.uk/issues/ The greater portion of the people received very little education. Few of the laity, even of the highest rank, could read or write.
'Free School' meant a school for the teaching of Greek and Latin, and in some cases Latin only, and for no other gratuitous teaching. A few of the poor who were unable to pay for their education were to be selected, some according to the parish in which they were born, some on account of the name they bore, to receive instruction in the learned languages and under certain conditions to be supported through the university.
'Early schools and school-books of Europe & New England 1545' 'Public schools' are meant the ancient foundations of Winchester, Eton, Harrow, Westminster, St. Paul's, Merchant Taylors, and the modern seminaries of Marlborough, Cheltenham, and Wellington College
'Early schools and school-books of Europe & New England 1545' It was not until about the time of the Revolution that free schools were established where, poor boys could be clothed and taught the studies which were fitted to those destined to a life of traffic. These schools were founded by uneducated men who had pushed their way to fortune and honor and were generously resolved to do something for their own class. While the grammar schools were making divines, lawyers, and physicians out of the sons of the upper classes, the free schools were making clever handicraftsmen and thriving citizens out of the sons of the mechanics and laborers.
'Early schools and school-books of Europe & New England 1545' King Alfred ..established a seminary, which was attended not only by the sons of the nobility, but also ... the inferior clans. This ..is claimed to have been the foundation of the University of Oxford.
Thompson Island is an island in the Boston Harbor, about 1 mile offshore from downtown Boston, Massachusetts. The island is managed by the Thompson Island Outward Bound Education Center, a non-profit education organization. (wiki)
From the Dorchester Town Records..: "It is ordered the 20th of May, 1639, that there shall be a rent of £10 a year forever imposed upon Thompson's Island to be paid by every person that hath propriety in the said Island according to the proportion that any such person shall from time to time enjoy and possess there and this towards the maintenance of a school in Dorchester. This rent of £20 yearly to be paid to such a schoolmaster as shall undertake to teach English, Latin, and other tongues, and also writing. The said schoolmaster to be chosen from time to time by the freemen, and it is left to the discretion of the elders and the seven men for the time being whether maids shall be taught with the boys or not."
It is claimed that this was the first public provision made for a free school in the world, by a direct tax or assessment on the inhabitants of a town. 'Early schools and school-books of Europe & New England 1545' For boys at the age of six or eight, ancient languages was the principal subject of instruction in the public or grammar schools.
'Early schools and school-books of Europe & New England 1545' Only a few of the boys comparatively could afford to spend the time necessary for the secondary and higher education. The great majority must get to work as soon as possible.
When the free-school boy arrived at the age of 14 or 15, he was ready to be apprenticed to a trade; at eighteen, and sometimes earlier, the grammar-school boy passed to the university.
'Early schools and school-books of Europe & New England 1545' The education of a girl was not considered to be so important as that of a boy.
Apprenticeship in England
https://www.familysearch.org/wiki/en/Apprenticeship Apprentices and Masters http://www.nationalarchives.gov.uk/ Apprenticeship Indentures and Disciplinary Cases https://www.londonlives.org/static/IA.jsp |
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The William Penn Charter School has been in continuous operation for over 300 years since its founding in 1689 Pennsylvania and proudly traces its origin to William Penn. https://www.penncharter.com |
Teachers
Picture from 'The Schoolmaster's Assistant' By Thomas Dilworth, 1762
https://books.google.com.au/books?id=z7NmJOOY9RcC&print
https://books.google.com.au/books?id=z7NmJOOY9RcC&print
When there is harmony between the Master and the Scholar, "With what ease does the Scholar learn! With what pleasure does the Master communicate!"
'The Schoolmaster's Assistant' "While I am speaking of the Education of Children,
I hope I shall be forgiven, if I drop a Word or two relating to the fair Sex, It is a general Remark that they are so unhappy as seldom to be found either to Spell, Write, or Cypher well: And the Reason is very obvious; Because they do not stay at their Writing Schools long enough. A year’s Education in Writing is, by many, thought enough for Girls; and by others it is thought Time enough to put them to it, when they are Eighteen or Twenty Years of Age; whereas by sad Experience, both these are found to be, the one too short a Time, and the other is too late..... Girls therefore ought to be put to the Writing School as early as Boys, and continued in it as long, and then it may reasonably be expected that both Sexesshould be alike ready at their Pen." 'The Schoolmaster's Assistant' Carl, the Young Emigrant:
A Memoir of Schools and Schoolmasters 1851 https://books.google.com.au/books?id=GiE3AQAA “The Education of Youth is of such vast Importance, and of such singular Use in the Scene of Life, that it visibly carries its own Recommendation along with it: For on it, in a great Measure depend all that we hope to be; every Perfection that a generous and well-disposed Mind would gladly arrive at: "
'The Schoolmaster's Assistant' A Clothing Fund has been formed, to which the children pay a penny or two-pence weekly; and then, at a stated time, receive the value of the contri-butions in shoes, or other appropriate clothing.
RULES OF THE CLOTHING CLUB. The children are to pay their weekly pence to the master (or mistress) on every day morning, from Christmas to Christmas. The articles chosen by each child are then to be specified to the Manager of the Club. The articles will be made of good useful materials, and be ready before the following Easter Day. Any child guilty of lying, thieving, using bad language, or other great offences; leaving the school without the approval of the Visitor, or being in arrears of payment for four weeks; in any of such cases, the money will be paid back to the parents without increase. 'A Small Manual to Assist...' |
If the family lived at a distance from neighbors, the children were taught at home. When several families had settled within a radius of a few miles, a town was incorporated, and a school was established which was usually taught by the minister, the best schoolmaster that could be found. As these schools were wholly voluntary, receiving their support from the parents of the pupils, there was great danger that many children might not receive any education.
'Early schools and school-books of Europe & New England 1545' The teacher of the schools in early days was always a man, frequently the minister, or a candidate for the ministry.
Letters addressed to the parochial schoolmasters of Scotland, concerning the New Method of Tuition
By SCHOOLMASTER 1839 https://books.google.com.au/books?id=15BeAAAA A Letter on the National Society's Training-college for Schoolmasters, Stanley Grove, Chelsea By Derwent Coleridge 1842 https://books.google.com.au/books?id=5WQO
"And as the great End of human Learning is to teach a Man to know himself, and thereby fit him for the Kingdom of Heaven: So he that knows most, consequently is enabled to practise the best, and become an Example to those who know but little, or are quite ignorant of their Duty."
'The Schoolmaster's Assistant' Mathematical problems 1762
A small manual to assist plain country school masters and mistresses 1820 By W. Buckwell
https://books.google.com.au/books?id=-ZQDAAAA London In certain schools small weekly payments
have been required from the scholars, one half of which has been given to the master and mistress, and the remainder set aside as a fund for rewarding children on leaving the schools; in which arrangement it is understood that no children shall be entitled to reward unless they have continued two whole years in the schools; and commenced the fourteenth year of their age before leaving it. The extent to which the system of weekly payments has been carried in the City of Norwich will be seen by the following extract from the Treasurer's account-- One Year- Hales'School--£14. 11. 3 St. Paul's Boy's £40. 9. 8 Central Boys'_£17. 7. 7 " Girls' £43. 17. 3 " Girls'__£13. 0. 1 St Martin's boys' £28. 0. 2 St Martin's girls' £30. 18. 2 St. Peter's Boys' £23. 2. 6 St. Julian's girls' £15. 19. 4 The payments have varied in the different Schools from Id. to 3d. weekly, and since they have been required the number of Sunday and Daily scholars has increased from 400 to above 1500, the number of Sunday scholars continuing about 600. 'A Small Manual to Assist...' |
Such were the rules adopted by the town of Dorchester (Massachusetts) in 1645, for the management of this school established in 1639, and it is very probable that all the schools established previous to 1647 were managed in a similar manner.
*First. That the schoolmaster shall diligently attend his school and do his utmost endeavor for benefiting his scholars according to his best discretion.
*Second. That from the beginning of the first month until the end of the seventh, he shall every day begin to teach at seven of the clock in the morning and dismiss his school at five in the afternoon. And for the other five months, that is, from the beginning of the eighth to the end of the twelfth month he shall every day begin at eight of the clock in the morning and end at four in the afternoon.
*Thirdly. Every day in the year the usual time of dismissing at noon shall be at eleven and to begin again at one, except that
*Fourthly. Every second day in the week he shall call his scholars together between twelve and one of the clock to examine them what they have learned on the sabbath day preceding, at which time he shall take notice of any misdemeanor or outrage that any of his scholars shall have committed on the sabbath to the end that at some convenient time due admonition and correction may be administered.
*Fifthly. He shall equally and impartially receive and instruct such as shall be sent and committed to him for that end whether their parents be poor or rich, not refusing any who have right and interest in the school.
*Sixthly. Such as shall be committed to him he shall diligently instruct, as they shall be able to learn, both in humane learning and good literature, and likewise in point of good manners and dutiful behaviour towards all, especially their superiors as they shall have occasion to be in their presence whether by meeting them in the street or otherwise.
*Seventhly. Every sixth day in the week at two of the clock in the afternoon he shall catechise his scholars in the principles of Christian religion, either in some Catechism which the wardens shall provide and present, or in defect thereof in some other.
*Eighthly. And because all man's endeavors without the blessing of God needs be fruitless and unsuccessful, therefore it is a chief part of the schoolmaster's religious care to commend his scholars and his labors amongst them unto God by prayer morning and evening, taking care that his scholars do reverently attend during the same.
*Ninthly. And because the rod of correction is an ordinance of God necessary sometimes to be dispensed unto children, but such as may easily be abused by overmuch severity and rigor on one hand, or by overmuch indulgence and lenity on the other, it is therefore ordered and agreed that the schoolmaster for the time being shall have full power to administer correction to all or any of his scholars without respect of persons, according as the nature and quality of the offence shall require." The rule further requires that the parents "shall not hinder the master therein" but if aggrieved they can complain to the wardens "who shall hear and impartially decide between them." 'Early schools and school-books of Europe & New England 1545'
*Second. That from the beginning of the first month until the end of the seventh, he shall every day begin to teach at seven of the clock in the morning and dismiss his school at five in the afternoon. And for the other five months, that is, from the beginning of the eighth to the end of the twelfth month he shall every day begin at eight of the clock in the morning and end at four in the afternoon.
*Thirdly. Every day in the year the usual time of dismissing at noon shall be at eleven and to begin again at one, except that
*Fourthly. Every second day in the week he shall call his scholars together between twelve and one of the clock to examine them what they have learned on the sabbath day preceding, at which time he shall take notice of any misdemeanor or outrage that any of his scholars shall have committed on the sabbath to the end that at some convenient time due admonition and correction may be administered.
*Fifthly. He shall equally and impartially receive and instruct such as shall be sent and committed to him for that end whether their parents be poor or rich, not refusing any who have right and interest in the school.
*Sixthly. Such as shall be committed to him he shall diligently instruct, as they shall be able to learn, both in humane learning and good literature, and likewise in point of good manners and dutiful behaviour towards all, especially their superiors as they shall have occasion to be in their presence whether by meeting them in the street or otherwise.
*Seventhly. Every sixth day in the week at two of the clock in the afternoon he shall catechise his scholars in the principles of Christian religion, either in some Catechism which the wardens shall provide and present, or in defect thereof in some other.
*Eighthly. And because all man's endeavors without the blessing of God needs be fruitless and unsuccessful, therefore it is a chief part of the schoolmaster's religious care to commend his scholars and his labors amongst them unto God by prayer morning and evening, taking care that his scholars do reverently attend during the same.
*Ninthly. And because the rod of correction is an ordinance of God necessary sometimes to be dispensed unto children, but such as may easily be abused by overmuch severity and rigor on one hand, or by overmuch indulgence and lenity on the other, it is therefore ordered and agreed that the schoolmaster for the time being shall have full power to administer correction to all or any of his scholars without respect of persons, according as the nature and quality of the offence shall require." The rule further requires that the parents "shall not hinder the master therein" but if aggrieved they can complain to the wardens "who shall hear and impartially decide between them." 'Early schools and school-books of Europe & New England 1545'
WE whose Names are underwritten, having perused this Book, entitled, The School Masters Assistant, do recommend it to be used in Schools, for the speedy Improvement of Youth in Arithmetic, as the only one for that Purpose, that hath yet been made public.
Charles Bellanger, M. A. Lecturer of Trinity, Minories, and Master of the Free School belonging to the
Worshipful Company of Brewers, London.
James Dalton, M.A. Masterof the Boarding School at Stanmore, in Middlesex.
The Rev. Mr. Joseph Willson, Master of the Free-School at Nether Kebworth, in Leicestershire.
The Rev. Mr. Richard Willson, Master of the Free-School at Rutterworth, in Leicestershire.
The Rev. Mr. Robert Willson, Master of the Free-School at Warbleton, in Sussex.
Francis Chapman, Writing Master and Accomptant, in Shadwel.
Francis Hopkins, Writing Master and Accomptant, in Cavendish-Court, near Devonshire-Square.
John Loveday, Schoolmaster, at Stepney.
Ebenezar Bramble, Master of a Boarding-School in New Brentford.
William Mercer, Writing Master at Maidstone.
William Tully, Master of the Boarding-School at Stanmore, in Middlesex.
John Thorpe, Writing-Master and Accomptant, at St. Edmund's Bury, Suffolk.
Thomas Evans, Schoolmaster, at Hampstead.
Richard Astell, Master at Epsom. Robert Pierson, Schoolmaster in Redcross-Street.
John Richardson, Schoolmaster by London-Wall.
George Watts, Schoolmaster in Penny-Fields, Poplar.
Augustine Gradwell, Master of Mr. Worral's Free School, in Cherry-Tree Alley, Golden-Lane, St. Luke's.
John Tuckett, Writing-Master and Teacher of the Mathematics, at the Hand and Pen and Globe in
New Street, near Fleet Street.
George Caffey, Schoolmaster in Whitechapel.
Edward Rayne, Master of the Haberdashers School at Hoxton.
John Shortland, Schoolmaster in St. Ann's Lane, near Aldersgate.
Francis Cartwright, Schoolmaster, near Shoreditch Church.
William Paulson, Schoolmaster in Norton-Falgate.
Jeremiah Walker, Writing Master and Accomptant, in Old Gravel Lane, near Ratcliff Highway.
Henry Mason, Schoolmaster at St. George's Church, Southwark.
Henry Longman, Schoolmaster in Fitcher's Court, NobleStreet, near Cripplegate.
John Day, Writing-Master and Accomptant, at Dočtors Commons.
Thomas Young, Schoolmaster in St.Margaret's, Westminster.
John Davis, Teacher of the Mathematics, in Old Paradise-Street, Rotherhithe.
Joseph Miller, Schoolmaster, in Street-lane, near Huthersfield, Yorkshire.
John Parsons, Writing-Master and Accomptant, in Penny Fields, Poplar.
Erasmus Carter, Schoolmaster, in Sutton's-Court, within Bishopsgate.
Henry Michon, Schoolmaster, in Red Lion-Market, near Golden-lane.
John Wingfield, Schoolmaster in Bull and Mouth-Street, near Aldersgate.
Joseph Allen, Schoolmaster and Accomptant, in Whitecross-Street.
Joseph Beasing, Writing Master and Accomptant, at Cheshunt in Hertfordshire.
John Canton, M.A. Master of the Academy in Spital-square.
Joseph Winder, Master of the Grammar-School in Coleman-Street.
Charles Delafosse, Master of a Boarding-School at Richmond, Surry.
Daniel Kitchen, Schoolmaster at Bishop Burton, near Beverley, in Yorkshire.
Robert Sawell, Master of the Boarding-School, at Aspley, near Woborn, Bedfordshire.
Charles Morton, Teacher of the Mathematics, in the Rectory-House of St. Leonard, Shoreditch.
Samuel Godier, Teacher of the Classics, near the Church, Spital-Fields.
Robert Smith, Writing-Master and Accomptant, at Richmond, Surry.
William Shemeld, Writing Master and Accomptant at Hampstead in Middlesex.
Dennis Metherington, Schoolmaster at Marston in Lincolnshire.
Robert Amoss, Writing-Master and Accomptant in Ratcliff-highway, St. George's, Middlesex.
Charles Bellanger, M. A. Lecturer of Trinity, Minories, and Master of the Free School belonging to the
Worshipful Company of Brewers, London.
James Dalton, M.A. Masterof the Boarding School at Stanmore, in Middlesex.
The Rev. Mr. Joseph Willson, Master of the Free-School at Nether Kebworth, in Leicestershire.
The Rev. Mr. Richard Willson, Master of the Free-School at Rutterworth, in Leicestershire.
The Rev. Mr. Robert Willson, Master of the Free-School at Warbleton, in Sussex.
Francis Chapman, Writing Master and Accomptant, in Shadwel.
Francis Hopkins, Writing Master and Accomptant, in Cavendish-Court, near Devonshire-Square.
John Loveday, Schoolmaster, at Stepney.
Ebenezar Bramble, Master of a Boarding-School in New Brentford.
William Mercer, Writing Master at Maidstone.
William Tully, Master of the Boarding-School at Stanmore, in Middlesex.
John Thorpe, Writing-Master and Accomptant, at St. Edmund's Bury, Suffolk.
Thomas Evans, Schoolmaster, at Hampstead.
Richard Astell, Master at Epsom. Robert Pierson, Schoolmaster in Redcross-Street.
John Richardson, Schoolmaster by London-Wall.
George Watts, Schoolmaster in Penny-Fields, Poplar.
Augustine Gradwell, Master of Mr. Worral's Free School, in Cherry-Tree Alley, Golden-Lane, St. Luke's.
John Tuckett, Writing-Master and Teacher of the Mathematics, at the Hand and Pen and Globe in
New Street, near Fleet Street.
George Caffey, Schoolmaster in Whitechapel.
Edward Rayne, Master of the Haberdashers School at Hoxton.
John Shortland, Schoolmaster in St. Ann's Lane, near Aldersgate.
Francis Cartwright, Schoolmaster, near Shoreditch Church.
William Paulson, Schoolmaster in Norton-Falgate.
Jeremiah Walker, Writing Master and Accomptant, in Old Gravel Lane, near Ratcliff Highway.
Henry Mason, Schoolmaster at St. George's Church, Southwark.
Henry Longman, Schoolmaster in Fitcher's Court, NobleStreet, near Cripplegate.
John Day, Writing-Master and Accomptant, at Dočtors Commons.
Thomas Young, Schoolmaster in St.Margaret's, Westminster.
John Davis, Teacher of the Mathematics, in Old Paradise-Street, Rotherhithe.
Joseph Miller, Schoolmaster, in Street-lane, near Huthersfield, Yorkshire.
John Parsons, Writing-Master and Accomptant, in Penny Fields, Poplar.
Erasmus Carter, Schoolmaster, in Sutton's-Court, within Bishopsgate.
Henry Michon, Schoolmaster, in Red Lion-Market, near Golden-lane.
John Wingfield, Schoolmaster in Bull and Mouth-Street, near Aldersgate.
Joseph Allen, Schoolmaster and Accomptant, in Whitecross-Street.
Joseph Beasing, Writing Master and Accomptant, at Cheshunt in Hertfordshire.
John Canton, M.A. Master of the Academy in Spital-square.
Joseph Winder, Master of the Grammar-School in Coleman-Street.
Charles Delafosse, Master of a Boarding-School at Richmond, Surry.
Daniel Kitchen, Schoolmaster at Bishop Burton, near Beverley, in Yorkshire.
Robert Sawell, Master of the Boarding-School, at Aspley, near Woborn, Bedfordshire.
Charles Morton, Teacher of the Mathematics, in the Rectory-House of St. Leonard, Shoreditch.
Samuel Godier, Teacher of the Classics, near the Church, Spital-Fields.
Robert Smith, Writing-Master and Accomptant, at Richmond, Surry.
William Shemeld, Writing Master and Accomptant at Hampstead in Middlesex.
Dennis Metherington, Schoolmaster at Marston in Lincolnshire.
Robert Amoss, Writing-Master and Accomptant in Ratcliff-highway, St. George's, Middlesex.
Accomptant is an outdated word for Accountant
How Schools Records can help your research
https://blog.findmypast.com/how-school-records Teacher records (1863-1959) PROV https://www.prov.vic.gov.au/explore-collection/ Records and School Information Management VIC http://www.education.vic.gov.au/ Schools and related records NSW https://www.records.nsw.gov.au/archives/collections School Records Ancestry Information https://www.ancestry.com/wiki/index.php/School For anyone whose ancestor was a teacher http://www.eneclann.ie/2011/06/my-ancestor United States School Records, https://www.familysearch.org/wiki/en/United_States Early schools and school-books of Europe & New England 1545, By George Emery Littlefield,
(Club of Odd Volumes 1904) https://books.google.com.au/books?id=lJtwAAAA |
The book of Scotland 1830 By William Chambers (Page 365 Education)
https://books.google.com.au/books?id=FQHIqL4GJq Sometimes Teachers, School Masters & Mistresses, were called a 'Preceptor' or 'Preceptress' as in the teaching of precepts.
Early schools 1836 - 1847 (S.A.)
The South Australian School Society was formed in 1836, to promote occupational training and higher branches of learning. Frustrated by poor economic conditions, the Society ceased operations in 1843. Other early schools included Miss Nihill's Ladies' School and a school established by the Rev. T. Q. Stow, first Minister of the Congregational Church. Lutheran missionaries from Dresden started the first school for Aboriginal children in 1839 https://www.archives.sa.gov.au/content/education Newborough High School No. 8150
https://researchdata.ands.org.au/school-records/ State education in Queensland http://education.qld.gov.au/library/edhistory/ The State Records Office holds records that have from the Education Department of W.A. http://www.sro.wa.gov.au/archive-collection/ National School Admission Registers & Log-Books 1870-1914 England and Wales between https://search.findmypast.com.au/search-world-rec School Student Records Guide N.S.W. https://www.records.nsw.gov.au/archives/collections Schools & related records N.S.W. (search the index) https://www.records.nsw.gov.au/archives/collections School Records PROV http://www.access.prov.vic.gov.au/public/component/ Tasmanian schools & Education Records https://www.linc.tas.gov.au/family-history/ N.Z. School records Toolkit https://records.archives.govt.nz/regulatory |
The Horn Book
"Neatly secured from being soiled or torn
Beneath a pane of thin translucent horn,
A book to please us at a tender age
'Tis called a book, though but a single page,
Presents the prayer the Saviour deigned to teach,
Which children use, and parsons — when they preach."
-William Cowper
Beneath a pane of thin translucent horn,
A book to please us at a tender age
'Tis called a book, though but a single page,
Presents the prayer the Saviour deigned to teach,
Which children use, and parsons — when they preach."
-William Cowper
Shakespeare refers to the cross-row of the Hornbook:
"He hearkens after prophecies and dreams; And from the cross-row plucks the letter G; And says a wizard told him that by G His issue disinherited should be." A large cross was placed at the beginning of the Alphabet, as a 'charm'
"against the devil who might be in the letters." The Cross was called a 'Christ-cross', which over time has evolved into the word 'Criss-cross'
The Hornbook of which a facsimile is given was found in the stock
of an English bookseller in 1850. Its dimensions are nine by five inches. The text is printed on white paper which is laid upon a thin piece of oak, and is covered with a sheet of horn, secured in its place by eight tacks, driven through a border or mounting of brass. 'Early Schools & schoolbooks.......' Fescue- A small pointer (such as a stick) used to point out letters to children learning to read
(Merriam-Webster) Horns are not very hard, as they may be easily cut with a knife or rasped with a file... When in thin plates, they have a degree of transparency, and have been sometimes substituted for glass in windows. When heated sufficiently, they become very soft and flexible, so that their shape may be altered considerably.
A Dictionary of Arts and Sciences, Volume 2 By George Gregory https://books.google.com.au/book Three dots or tittles follow the alphabet of small letters in three horn-books by Raban. This triplet of dots, the mediaeval symbolism of 3 Persons in the Godhead
Before spelling-books, there were folding cards called Battledores. The cards were stuck on to wood, which looked like the hornbook, but not adorned in such a fancy way. |
THE first book used exclusively in the tuition of a child and from which the letters were taught was the Hornbook. The Hornbook, or tablet, is supposed to have originated with some tired scribe, who sought to preserve his parchment by fastening it to a slab of wood and covering it with horn. The first hornbooks contained only the alphabet, which was sometimes written and sometimes carved in the wood. Devotional booklets for children, opening with the ABC, followed The Hornbook in English, appearing about the time of the Reformation.
Parchment or paper, about four or five inches long by two inches wide, on which were printed the letters of the alphabet, vowels, etc., mounted on wood, having the front covered with transparent horn to protect it from constant thumbing, and the whole inserted in a frame resembling a hand-mirror, constituted an English hornbook. In the handle was a hole through which was passed a leather lacing by which the Hornbook was hung around the neck or tied to the girdle of the child. Running across the top of the parchment were the letters of the alphabet, both small and capital, or Christ cross-row, so called from a
large -+- placed at the beginning of the alphabet "as a charm," so it is said, "against the devil who might be in the letters." The vowels followed next, and their combinations with consonants; the invocation; Lord's Prayer; and the Roman numerals. 'History of the hornbook' The front was covered with transparent horn to protect it
The Hornbook was known by other names like-
Jim Crack, Horn gig & Horn stick, among others In Scotch parlance they were called Ah Bay Broads or A B Boards The Bateman horn-book has been carefully preserved under double glass in a small mahogany case. Peacham, who lived in the time of Charles I., says in his 'Worth of a penny' that a horn-book, “ the making of which employeth above thirty trades,” can be bought for a penny.
In its later days the humble horn-book was treated with the full measure of contempt lavished on a thing which has served its purpose. “ Destroy and forget,” said everybody, and alas ! everybody did.....In one of Hone’s unpublished notes....He says: “A large wholesale dealer in stationery and school requisites recollects that the last order he received for Hornbooks, came from the country, about the year 1799. From that time the demand wholly ceased: twenty years afterwards in clearing out his warehouses a gross or two were found, and destroyed, as useless articles. In the course of sixty years, he, and his predecessor in business had executed orders for several millions of Horn-books.” Just imagine a man’s destroying a few gross of what collectors would now give their ears for.
History of the hornbook Badminton originated from the game of
battledore and shuttlecock |
The Hornbook was followed by the Battledore, so named from the instrument used to strike the shuttlecock in the old game of battledore and shuttlecock. It was similar to a hand mirror, having a long handle and a flat part covered with parchment, and is familiar to us in the modern game of ping-pong. Upon the face of the parchment was painted or printed the alphabet, and it thus served the double purpose of bat and book. A later form of the battledore, said to have been invented by Benjamin Collins of Salisbury, and sold by John Newbery of London, the well-known publisher of children's books in the middle of the eighteenth century, was a single card, folded and printed on the inside pages, with a flap lapping over like a pocket-book on which was printed the title. Sometimes the outside pages were decorated with simple lines or vines and the
title was printed on the inside of the flap. Early Schools & School Books....... The game of Battledoor & Shuttlecock, can be traced as far back as the 14th century BATTLEDOOR AND SHUTTLECOCK. The shuttlecock (or bird, as some call it) is a cork, with a bunch of small feathers stuck into one end. The battledoor, or bat, is the instrument by which the shuttlecock is struck. To play single battledoor, you must strike or toss the shuttlecock up and down; catching it every time on the battledoor, which you hold in your hand horizontally. Parley's Magazine Volume 4 1836 THIS game consists of two players, each having a battledore, striking a shuttlecock from one to the other. These toys can be purchased at any toy-shop; but it is often requisite to turn the feathers of a new shuttlecock before it will spin, and uniformly present its cork end to the battledore. This game affords healthy muscular exercise; it can be traced as far back as the 14th century Young Folk's book of Games, Sports & Pastimes 1800 Battledoor Placenta- In a normal pregnancy, the umbilical cord usually arises from the centre of the placenta; but occasionally from its edge, when it is called battledore placenta. A Dictionary of Medical Science:1868 By Robley Dunglison The Parson's Horn-book by [Browne, Thomas] Lover, Samuel, 1797-1868, supposed author 1831 https://archive.org/stream/parsonshornbook00irelgo Sailors Horn-book For The Law Of Storms 1864 by Piddington, Henry https://archive.org/stream/in.ernet.dli.2015.43872/201 |
The printed cardboard battledore, sometimes called a battledore book, is an offshoot of the horn-book. To obtain sufficient stiffness to bear knocking about, the battledore was printed on a double fold of stiff card, with an extra piece lapping over one edge in the old pocket-book fashion. Before the advent of cardboard battledores, were wooden ones, meant primarily for playing the game. “To know B from a battledore” was a cant phrase.. which implied a very slight degree of learning.
History of the hornbook History of the hornbook by Tuer, Andrew White 1897
https://archive.org/strea THE UNCLE'S PRESENT, A NEW BATTLEDOOR.
https://www.first-folio.com/pages/books/20795/ Hornbooks and Battledores http://collectingchildrensbooks.blogspot.com.au/200 The Chinese played shuttlecock without the bat. They stood in a circle and used their feet. When the shuttlecock was thrown up, they in turns ran & jumped up, to try to catch the falling shuttlecock with the sole of their foot, and drive it again with great force into the air.
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Spellers & Readers
The discovery of the art of printing in 1440, and the consequent multiplication of books at prices which brought them within reach of the great mass of the people, made it easier for School Books to be available. Early Schools & Schoolbooks...
Coote's English Schoolmaster 1590, used in petty schools for over 100 years
The English school-master 1673 Edmund Cootes (Schoolmaster of the Free school,
St. Edmunds-Bury) https://books.google.co.au/books?id=PM King Edward's School
Eminent Masters--
Edmund Coote, 1596, author of “The English Schoolmaster;" Thomas Stephens, 1638, translator of “Statius ;" Edward Leedes, 1663-1707, author of various elementary works which were used allover the kingdom; Rev. J. W. Donaldson, D.D., author of “ The New Cratylus," “ Varronianus,” “Theatre of the Greeks," &c., a gentleman whose Classical and philological attainments have an European fame. Eminent Scholars--Its most eminent scholars were Sir Thomas Hammer, Bart, Speaker of the House of Commons, the first editor of Shakspere, 1703; John Warren, Bishop of Bangor, and his brother Dr. Warren, physician to George the Third, 1750; Chief Baron Reynolds; Mr. Baron Alderson. The latter gentleman, with Lord Cranworth, late Ld Chancellor of Eng, amongst the most distinguished of living scholars. A Hand Book of Bury St. Edmunds, in the County of Suffolk 1859 By Samuel TYMMS Edmund Coote
https://en.wikisource.org/wiki/Coote,_Edmund 1609 Burial of Edmund Coote
https://andrewbretz.wordpress.com/2016/02/13/1609 Other Spelling Books soon followed
Prebendary- a canon of a cathedral or collegiate church whose income originally came from a prebend
Prebend- the portion of the revenues of a cathedral or collegiate church formerly granted to a canon or member of the chapter as his stipend. Stipend- a fixed regular sum paid as a salary or as expenses to a clergyman, teacher, or public official
On the first leaf of a book-
"Cursed be he who steals or tears out the leaves, or in any way injures this book," https://books.google.com.a "Let no scholar occupy a book
in the library over one hour, or two at most, so that others shall be hindered from use of the same"
The progress of English grammar was greatly assisted by William Walker, a teacher and grammarian of extraordinary learning. He was born in Lincolnshire in 1623, and died in 1684. He was educated at Trinity College, Cambridge. He became master of the South Grammar School, from which he resigned for that of the Free School in Grantham,
Lincolnshire, where he had Isaac Newton for his pupil In 1653 he published A Treatise of English Particles, a work of great labor and merit. It was very popular and passed through several editions, the writer's copy being of the 12th edition published at London in 1703. Chambers' Encyclopaedia says-"Grammar Schools received their name at a time when the grammar of the English language was not written, and when all knowledge of the principles of language could be obtained only through a study of the grammar of the ancient tongues, particularly Latin. " Universities recognized the ancient tongues as the only sound basis of a liberal education. The text-book used was a comparatively simple affair known as an Accidence. Then they were taught to write and speak Latin, which required the use of the larger book or Grammar and the Colloquies of Corderius. Later they were taught Greek, Hebrew, rhetoric, elocution, and versification, and the text-books were the Latin and Greek Testaments and the works of the classical authors. Early Schools & Schoolbooks... One of the best of the early manuals is the "London Spelling Book," by John Urmston, a schoolmaster at Kensington, published in 1710. Henry Dixon, a schoolmaster at Bath, Thomas Dyche, Thomas Dilworth, Jean Palairet, and John Kirkby the arithmetician, all published books for schools with more or less success.
The Bookworm 1890 Friends schools are institutions that provide an education based on the beliefs and testimonies of the Religious Society of Friends (Quakers).
In 1633 Thomas Farnaby, great classical scholar and schoolmaster, showed the method of oratorical composition, published his Index Rhetoricus, which passed through many editions.
Early Schools & Schoolbooks... Dilworth's New Guide to the English Tongue, after holding the field for forty years, was superseded by
The Only Sure Guide New Pronouncing Spelling Book. By William Perry the first Worcester edition of which was published by Isaiah Thomas in 1785. The author, William Perry, was Lecturer on the English Language in the Academy of Edinburgh and the author of several valuable school-books, more especially an English Dictionary. So popular was this spelling-book that the publisher, Isaiah Thomas, announced in 1804 that he had sold more than three hundred thousand copies. It was revised and corrected in 1804, and in 1817 the twenty-second Improved Edition was published Early Schools & Schoolbooks... Webster's Speller was the most popular school-book ever published in America, and Dr. Goodrich says: "To the influence of the old Blueback spelling
book probably more than to any other cause we are indebted for that remarkable uniformity of pronunciation in our country which is so often spoken of with surprise by English travelers." Early Schools & Schoolbooks... Noah Webster was born in Hartford, Conn., Oct. 16th, 1758. He commenced the study of the classics in 1772 under...Rev. Nathan Perkins, D.D., and in 1774 was admitted a member of Yale College, graduating in 1778. His intention of pursuing the practice of the law ...was set aside by the War of the Revolution. After graduating, his father gave him an eight-dollar bill of the Continental currency...and told him that he must ...rely on his own means for support... He resorted to the instruction of a school & during the summer of 1779 resided at Hartford, Conn. Not having the means of obtaining a regular education for the bar, Mr. Webster at the suggestion of a distinguished counselor of his acquaintance...(while teaching school) without the aid of an instructor, after two years was admitted to practice in the year 1781. As he had no encouragement to open a (law) office...he taught at a classical school in 1782 at Goshen, Orange County, New York. Here.....he undertook an employment which gave a complexion to his whole future life. This was the compilation of books
for instruction of youth in schools. Having prepared the 1st draught, he made a journey to Philadelphia..that same year, and after exhibiting a specimen to several members of Congress, and Rev. S. S. Smith, Professor at Princeton College, he was encouraged to continue. The first dictionary published in the British Colonies was: The Royal Standard English Dictionary. By William Perry, Lecturer- Academy at Edinburgh, the first edition of which was printed in Edinburgh in 1775.
Early Schools & Schoolbooks... |
The Chapman’s nursery literature—block printing of the coarsest kind—gradually superseded the ancient hornbooks. The alphabet accompanied by a prayer—and the numerals, and printed on rich papers...was sold by the single sheet at fairs and markets. It was fastened by mother or schoolmistress to a piece of wood or parchment. Probably in the majority of cases these ‘ steps to learning ’ were sold ready pasted on to wooden battledores. To this succeeded the pasting of the alphabet on coarse brown paper and board, so as to be a book without leaves. The covering outside was generally of barbarous gaudiness, the price one penny.
History of the hornbook Spellers followed soon after the Hornbooks & Battledore's faded out. Coote's English
Schoolmaster, a very popular speller of the 17th century, first published in 1590, and extensively used in the petty schools of England for more than one hundred years. These petty schools, were frequently in the hands of poor women or other necessitous persons; and it was largely for such persons that Edmund Coote, Master of the Free School in St. Edmunds Bury, wrote his little manual. In his Preface he says: "The learned sort are able to understand my purpose. I am now to direct my speech to the unskilful, which desire to make use of it for their own private benefit, and to such men and women of trade, as Tailors, Weavers, Shopkeepers, Seamsters; and such others as have undertaken the charge of teaching others." Early Schools & School Books Head Masters of King Edwards School,
Bury St. Edmund's. 1562? Philip Mandevill. 1583 John Wright, M.A. 1596 Edmund Coote, M.A. 1597 Nicholas Martyn, M.A. 1601 John Mosse, M.A. 1603 John Dickenson, M.A. 1637 Edward Francis, M.A. 1638 William Cooper, M.A. (elected in August, and resigned in September). Thomas Stephens, D.D. 1645 Thomas Lye, B.A. 1647 Jeremy Wolly, M.A. (elected in March). Thomas Stephens, D.D. (re-elected in Sept). 1663 Edward Leedes, M.A. 1707 John Eandall, M.A. 1715 Arthur Kynnesman, M.A. 1745 Robert Garnham, M.A. 1767 Lawrence Wright, M.A. 1776 Philip Laurents, M.A. 1788 Michael Thomas Becher, M.A. 1809 Benjamin Heath Malkin, M.A. and LL.D. 1828 John Edwards, M.A. 1841 John William Donaldson, D.D. Bury Scholars who have obtained Academic, Literary or Professional Distinction before the present Mastership. 1610 Sir Simons D'Ewes. 1623 W. Bourchier & John Gauden 1633 W. Sancroft 1655 Francis North 1661 J. Covel & Thomas Shadwell 1663 W. Clagett , Sir Dudley North , J. North J. Battely , S. Edmundi Burgi & Lionel Gatford 1670 Nicholas Clagett & T. Lyndford, D.D., Prebendary Westminster & Chaplain to William III & Anne 1680 John Hervey, First Earl of Bristol. 1686 Edward Lany 1695 R. Reynolds & Sir Henry North. 1701 J. Reynolds, Lord Chief Baron of Exchequer. 1703 Sir Thomas Hanmer, first Editor of Shakspere. 1704 T. Macro, D.D., Public Librarian at Cambridge. 1707 R. Butts, D.D., Bishop of Ely. 1717 J. Kerrich, M.D., an eminent physician. 1725 R. Bentley, jun., & Lord Chief Justice Lee. 1730 Sir Samuel Prime, King's Sergeant. 1736 R. Capel, Editor of Shakespere 1746 Laur. Brockett, & Christopher Anstey, 1749 C. Colignon, M.D. 1750 R. Cumberland, Captain of School age twelve 1752 J. Symonds,equal- Foster Craven Uni Sch/ship 1756 Sir J. Cullum, Bart., the Antiquary. 1765 H. Bunbury, the celebrated Caricaturist. 1766 Thomas Thurlow, D.D., Bishop of Durham. 1770 S. Prime, 4th Wrangler, Senior Medallist. 1771 Roger Kedington, 2nd Wrangler. 1772 G. Prettman Tomline, Bishop of Winchester, 1773 John Jelliand Brundish, Senior Wrangler, 1774 R. Garnham & Charles Lee American 1787 Clem. Chevallier, 11th Wrangler, 2nd Medallist. 1789 C. R. Pemberton, M.D., Physician to George III. 1790 J. D. Borton & G. Mathew, 1793 H. Hasted & W. Manning, 1795 J. Brooke & Sir W. Symonds, 1796 C. Dalton, 9th Wrangler. 1802 Temple Frere, Chaplain House of Commons. 1805 J. Clarkson, 4th Wrangler. 1806 J. D. Hustler, E. Pemberton & S. Tillbrook, Tutor of St. Peter's, Author of Remarks on the Modern Hexametrists. 1806 C. H. Phillips, Surgeon to Her Majesty 1807 J. Goodrich & G. Wilkins, Prebendary Southwell. 1808 C. J. Blomfield, Edmund Mortlock, J. P. Allix M.P., & W. H. Markby 1809 Sir E.H. Alderson & Col. C. Allix. 1810 S. H. Alderson, 3rd Wrangler. 1811 W. Hustler, R. Kedington, E. V. Blomfield & G. I. Haggitt, 1812 Sir R. M. Rolfe & H. Mortlock, 1815 John Smith, Prebendary St. Paul's & T. Watson, M.D., Professor of Medicine London. 1817 Temple Chevallier & P. Bennet, M.P. 1818 Sir Benjamin Heath Malkin, Judge Supreme Crt 1820 R. Cobbold & J. C. Cobbold, M.P. 1823 Thomas Crick, Parliamentary Barrister. 1824 Frederick Malkin & Sydney Gedge, 1825 A. T. Malkin, Author of Pompeii 1828 C. Lestourgeon, John Spedding & G. Bland, Prebendary of Chichester. E. Romilly, Col. Romilly & Charles Romilly, 1829 W. B. Donne, Author of the History of Rome 1830 J. M. Kemble, Editor of Beowulf, Author 1831 James Spedding, Editor of Baton's Literary 1832 G. Ray & C. W. Borrett, 1838 J. Sparke & J. A. Hardcastle, 1841 F. J. Vipan, 2nd Class, Oxford (only 2 in first). A retrospective address read at the tercentenary commemoration of King By John William Donaldson The Enschede Abecedarium, which is claimed to be the first book printed with movable type, contained the Alphabet, Pater Noster, Ave Maria, Credo, and two prayers. It was the elementary book of the Romish Church, which children were expected to learn to recite without the book, or if they had no book, they were to be taught orally.
As the Roman Catholic Church had a preliminary book to its Primer, so Henry had his ABC, which contained the Alphabet, Lord's Prayer, Hail Mary, Creed, various Graces for before and after dinner and for fish days, and the Ten Commandments. The ABC and the Primer were the primary manuals of church service and the forerunners of the Book of Common Prayer. That the ABC and the Primer were to serve as an elementary reading-book and as a first book of religious instruction for children Westminster Assembly formulated the Shorter Catechism, which was first printed for official use in London in 1647. The Catechism was a universal schoolbook, being taught in its simplest form by the parents by word of mouth to children that perhaps had not been taught their letters. In a somewhat enlarged form it was studied and committed to memory by the youths and maidens.
Early Schools & Schoolbooks... 1758 Lily's Latin Grammar.
1866 The Public School Latin Primer By Benjamin Hall Kennedy 1869 Latin exercises extended By Nathaniel Howard 1873 Mason's home & school primer 1874 The twenty-first book of Livy, (Latin) with notes by T. Nash "In the year 1782, while the American army was lying on the bank of the Hudson, I kept a classical school in Goshen, Orange County, New York. I there compiled two small elementary books for teaching the English language. The country was then impoverished, intercourse with Great Britain was interrupted, school-books were scarce and hardly attainable, and there was no certain prospect of peace." (Webster)
A Dictionary for Primary Schools 1833
By Noah Webster https://books.google.com.au/books?id=lxNzUsZYr The earliest dictionaries we possess were compiled to teach the English a foreign tongue, and were bilingual or trilingual. Purely English dictionaries followed after a long interval, but for many years were merely lists of hard words; and it was not until Edward Phillips published The New World of Words,
in 1658 that we began to have a dictionary which was approximately a complete collection of all the words in the English language. In 1573 John Baret compiled one of the most pleasing of the early dictionaries, to which he gave the curious name, An Alvearie, because it was really compiled by his scholars. A dictionary which was popular both in England and America was Elisha Coles' Dictionary, which was first published in 1676 and republished as late as 1732. In 1772 was published a dictionary which had a large sale in America. It was entitled: The Complete English Dictionary: or General Repository of the English Language; containing a copious explanation of all the words in the English Language together with their different significations . . . to which will be prefixed., a complete English Grammar. By Rev. Frederick Barlow, M.A., Vicar of Burton, assisted by several others. London. |
In the winter following, Webster revised what he had written; leaving Goshen in 1783, he returned to Hartford, where he published his First Part of a Grammatical Institute of the English Language. The second and third parts ...followed. These works, comprising a spelling-book, an English grammar, and a compilation for reading, & were the first books of the kind published in the United States. Besides the Dictionary, which was the leading employment of his life, Mr. Webster published several books and papers on political, literary, and moral subjects. He died at New Haven, May 28, 1843.
Early Schools & Schoolbooks...
Early Schools & Schoolbooks...
Ways & Methods
Marva Collins was definitely Teacher' Type 1', where she connected with her students, inspiring them to not only achieve results, but helping them to understand the importance of learning
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Marva Collins was known for applying classical education, in particular the Socratic method, modified for use in primary schools, successfully with impoverished students. Collins criticized the teaching methods in Public Schools, not the students themselves. She wrote a number of manuals, books and motivational tracts describing her history and methods.
There are Basically '3' kinds of Teachers-
1. The Dedicated teacher, who truly loves to impart knowledge, inspire & monitor progress 2. The Teacher who talks 'at' the students, not concerned if they actually learn anything 3. The Teacher who teaches way beyond the curriculum, manipulating young minds. Marva Collin Teaching Phonics parts 1-6
Approx 15 mins each For full screen click play, then the open square on Bottom right hand corner of the videos
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Throughout our lives, we never forget our 'Best' teacher & our 'Worst' teacher.
Lesson Cards were used 150 years ago, Marva Collins used these Flashcards
These are the winning words from every National Spelling Bee since 1925
http://www.businessinsi Where a series of well-managed Spelling Bees have been held, it has been found that the practice of competition before' an audience has had the effect of developing a habit of self-control, of self respect, and of mutual fairness amongst candidates, as well as remembering how to spell the words.
The spelling bee manual for competitors 1876 By Thomas Edmondson https://books.google.com.au/books?id=0GwCAAA The Origin of 'Spelling Bee', is not clear, but maybe it's like a 'Working Bee',
or 'Busy Bee'? Thousands of people renewed their acquaintance with a dictionary about five years ago, when " Spelling Bees " were the craze. Dictionaries were consulted more frequently than they had ever been before (Temple Bar Vol. 64, 1882)
Spelling Bee Words
Tables Races- Each competing student would stand beside the last desk in each row. The Teacher would then ask Times Table questions,the first person to answer correctly, would take a step forward. First one to the front row, is the winner!
Great Websites for kids (and young at heart Adults)
http://gws.ala.org/ Spelling Bee, starting at Grade 1 There are three levels for each grade. You must spell all words in the level to move up to the next. Spelling, choose you grade level & play. http://www.learner.org/interactives/spelling/grade1/ You'll see an image briefly and then try to draw it from memory http://www.learner.org/courses/learningmath/geome Try to match quilt blocks http://www.learner.org/teacherslab/math/geometry/ Neuroscience and the Clasroom- Reaction time press the spacebar as soon as you see the dot. http://www.learner.org/courses/neuroscience/interact Historical Thinking Skills Interactives http://www.learner.org/courses/amerhistory/interact "Is education headed in the right direction?"
"Can there be something said for 'Going back to the Basics'?"
"Does the future of education lie in the past?"
"Or a combination of 'Now' & 'Back then'?"
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Success: The Marva Collins Approach 28:21
Any Aids that the teacher needed, the cost had to come out of his or her own pocket
A Variety of Methods have been tried over the years, to help children learn how to read & spell
Why are successful ways like Reciting Times Tables, Tables Races or Spelling Bees, passed over for less effective methods?
Ancient Times Table Found Hidden In 2,500 Chinese Bamboo Strips
https://www.huffingtonpost.com.au/entry/ancient The ancient Babylonians did their mathematics on clay tablets, some of which have survived until today. The oldest known multiplication tables were used by the Babylonians about 4000 years ago. However, they used a base of 60. Tables using a base of 10 are the Chinese decimal multiplication table on bamboo strips dating to about 305 BC.
The George Vasey reading books, are simple to understand, well set out & tie together a vast amount of subjects. Although George has written other books that are a little 'Off beat', he seems to have had it right, when it comes to the Reader.
Knowledge Made Easy; Or, The Arts of Spelling, Reading, Writing, Arithmetic 1856 By George Vasey
https://books.google.com.au/books?id=znpPAAAAYAA The excelsior reading made easy, or Child's first book 1855 By George Vasey https://books.google.com.au/books?id=9uwIAAAAQ |
Punishment
The 'Cane', a popular punishment for wrong doers
Most schoolmasters would have used the cane for discipline, and it was not uncommon for senior pupils to use it on junior pupils as well. The cane was used in British schools into the 1970's. At Eton, during Victorian times, a misbehaving pupil would be given 'The birch', a cluster of thin birch branches, bound together, and looking like the head of a broom. The pupil dropped trousers and underpants and was hit repeatedly. This inflicted mild pain at the first stroke, which built into a more intense pain with each subsequent stroke.
https://victorianschool.wordpress.com/tag/punish "I was caned once but I remember it vividly because I had done nothing wrong. It reinforced for me that the school was an unjust and stupid place,”
https://www.huffingtonpost.com.au/2015/11/21/punis Assume the Position (scene) - Dead Poets Society 1:02
as well as helping to remember how to spell those words, by writing them over and over.
John Duns Scotusa, became a Franciscan priest in 1291, He later became a master philosopher, linguist, theologian and metaphysical thinker. He believed the pointed shape of the hat would, in a metaphysical way, act as a reverse funnel for knowledge, with wisdom flowing into the pointed tip, and spreading into the brain below. These hats became popular among the Dunsmen, who were Scotusa's followers and were later viewed as a symbol of high intelligence. Over time, they were given to kids that needed to focus more, which then led to it being known as a 'Dunce's' cap.
https://www.atlasobscura.com/articles/the-dunce
Late or 'Tardy' Students, would be subjected to the song 'Tardy Scholar is Your Name'
The whole class would sing this ditty to the poor latecomer, to the tune of "Champagne Charlie"
Just exactly when this degradation began, it's unknown, but the song 'Champagne Charlie', was written in 1866, so perhaps not long after this time? with a resurgence when 'Champagne Charlie' the British musical film was released in 1944? & was most likely still being sung, well after that? The film, which is loosely based on the rivalry between the popular music hall performers George Leybourne
(born Joe Saunders 1842-1884), & Alfred Vance, (born Alfred Peek Stevens (1839-1888). Leybourne was called "Champagne Charlie" because he was the first artist to perform the song, his rival Alfred Vance (1839-1888) was known as "The Great Vance". Alfred Lee (1839-1906) wrote the music to Champagne Charlie. 'The Daring Young Man on the Flying Trapeze' was also sung by George Leybourne who also wrote the lyrics. The music was composed by Gaston Lyle and this arrangement by Alfred Lee. 'The Daring Young Man on the Flying Trapeze' Sheet Music http://levysheetmusic.mse.jhu.edu/collection/103/073 There are a variety of recollections of the words to the ditty, which was sung in Schools around the U.K., the U.S., Australia & maybe more? Here are a few-
This must have been such a self esteem crusher, for the child on the receiving end
Tommy Trinder - 'Champagne Charlie' 1:09
Tony Pastor's 201 Bowery Songster: Containing a Choice Collection...
By Tony Pastor https://www.google.com.au/search?biw=1422&bih TRUANCY IN NEW YORK. 1865
There are five police officers who are specially detailed to visit the public schools throughout the city, to take the names and residences of such children as the principals have good reason to believe are truants, and then to visit their homes, confer with the parents or guardians of these children, showing them the importance of regular school attendance and the evils of truancy. In many cases this course is found to be all that is required to effect a reformation of the truant pupil. Sometimes it is necessary to arrest a few of these truants and conduct them to school. Others, who have become more confirmed in their evil ways, are committed to the Juvenile Asylum. American Educational Monthly, Volume 2 1865 It is found that these truant-officers are diminishing the number of truant pupils from year to year. A portion of the act of 1853, which relates to the idleness and truancy of those children who wander in the streets without any lawful occupation, or attendance upon any school whatever, it would save thousands from "growing up in ignorance and traveling the road of vice and crime."
American Educational Monthly, Volume 2 1865 |
Around the time of the Victorian era was possibly when School punishment came into full force? Earlier, Schoolmasters seemed to have been more inclined to encourage the student to do better, rather than inflicting pain on him.
Finger Stocks (aka Finger Cuffs) - Victorian school punishment - Dean Heritage Centre 2:50
Corporal punishment is still used in some schools today
School corporal punishment
https://en.wikipedia.org/wiki/School_corporal_punishmen Corporal punishment in US schools
https://www.corpun.com/counuss.htm Some paddles had holes drilled into them, so there is less air drag when the paddle approaches the buttocks, and produces more sting.
Some schools used 'The Paddle' or
'The Strap' The 'Paddle', looks like an offshoot of 'The Hornbook' or 'Battledore', the latter two of which I'm sure, a large number of children were spanked with.
Cat o' nine tails, The cat o' nine tails, commonly shortened to the cat, is a type of multi-tailed whip that originated as an implement for severe physical punishment. The naval cat, also known as the "captain's daughter" (which in principle was used under his authority) weighed about 13 ounces (370 grams) and was composed of a handle connected to nine thinner pieces of line, with each line knotted several times along its length.
https://en.wikipedia.org/wiki/Cat_o%27_nine_tails Some of the punishments used in the mid 20th century were-
Learning patriotic poetry Doing the bins (cleaning up rubbish) Writing 100 lines (I must not...) Teachers throwing dusters at students Being sent to the Principles office Made to stand in the Corridor during the lesson Detention (staying back after school) A system of universal compulsory education, by the Aztec Triple Alliance, which ruled from 1428 to 1521 in what is now central Mexico, is considered the first state to have it. The establishment of compulsory education for boys and girls, was prompted by the Protestant Reformation first in regions that are now part of Germany, and later in Europe and in the United States. The U.K. was slow to introduce compulsory education due to the upper class defending educational privileges.
In England & Wales, the Elementary Education Act 1870 paved the way for compulsory education https://en.wikipedia.org/wiki/Compulsory_education "Truancy" means any absence of one or more days from school which the principal or teacher has not been notified in writing of the cause of such absence by the parent or guardian of the absent pupil
Once School attendance became compulsory & children didn't voluntarily go, someone had to be employed to follow them up, that was the 'Truant officer'
Late 19th-century Otago's first truant officer was also the SPCA inspector; a Southland man, appointed in 1895, did double duty as truant officer and drill instructor. Some smaller boards looked to the police, & in 1888 the Westland Board appointed the Kumara & Hokitika constables as truant officers, one at £10 per anum, the other on a scale of payment by results.
The New Zealand Journal of History - Volumes 40-41 The truant officer has police powers & has authority to enter workshops, factories, stores & other places where children may he employed, to see that the law with regard to school attendance is observed.
The School System of Ontario (Canada) Its History and Distinctive 1896 Other words for Truancy were- 'Playing Hooky' 'Playing the Wag' 'Waggin' it' 'Cutting Class' 'Skipping School' In one of the larger towns, where the truant officer gives full time to the work, he visits the child's home on the first day of absence, unless a note of excuse was brought on the preceding day. The chief of police can also act as a truant officer,
Truancy and Non-attendance in the Chicago Schools: A Study of the ..1917. Of the proclaimed districts, 35 are now under the charge of School Attendance Officers. These districts embrace the counties of Cumberland, Cook, Camden, Northumberland, Hunter, Roxburgh, Westmoreland, Argyle, St. Vincent, Murray, Bathurst, Wellington, Gloucester, Brisbane, and Bligh. Report of the Minister ... Upon the Condition of Public Schools 1882 During the year 1863 the names and residences of 5,613 children were reported to these (Truant) officers. On visiting their homes it was ascertained that 1,968 were absent from school for the following reasons: transferred to other schools by their parents; withdrawn from school; kept at home by sickness, poverty, or other reasons; therefore not to be classed as truants. Through the exertions of the officers, 3,092 children were induced to attend school regularly; 159 were arrested and taken to school; 156 confirmed truants were committed to the New York Juvenile Asylum.
American Educational Monthly, Volume 2 1865 |
Poor & Incorrigible
"We have no regularly organized truant schools, but care for our truants mainly in our schools for special discipline and instruction." Truants are placed in these schools by the supervisor of discipline upon the recommendation of the truant office, the parents, or the teachers. All truants who do not reform in the regular or disciplinary schools
are sentenced by the court to State juvenile re-formatory schools, Similar to other states, Ohio established the Girls' Industrial Home, opening in 1869. Known as the State Reform School for Girls until 1872, this was a reformatory for girls. Ohio State Reform School for Girls http://www.ohiohistorycentral.org/w/State_Reform Early Days of the State Reform Schools, Minnesota
Read- One Day in the Reform School & more, some names included http://digitalcommons.macalester.edu/cgi/viewcont Most boys were sent to Reform School for incorrigibility
In the reformatory there was regular food, clean conditions, medical care, free education and some training in a skill for when they finished their time.
The success rate was high. In England, the 1857 Industrial Schools Act was intended to solve problems of juvenile vagrancy, by removing poor and neglected children from their home environment to a boarding school. The Act allowed magistrates to send disorderly children to a residential industrial school. An 1876 Act led to non-residential day schools of a similar kind.
https://en.wikipedia.org/wiki/Industrial_school Sir Robert Peel's Gaol Act 1823, made it possible to separate young offenders from Adults
The first juvenile prison was the 1838 Parkhurst prison on the Isle of Wight. Separation of youngsters has been proposed earlier by Peel’s Gaol Act of 1823, but implementation had generally failed. From 1824- 1826 some boys were housed on the prison hulk, Captivity (the former Bellerophon). By 1866 there were 51 certified reform schools in England and 14 in Scotland, but this had declined to 43 in 1913, while certified industrial schools had become more popular moving from 50 in 1866 to 132 (residential) and 21 (day schools) in 1913.
https://en.wikipedia.org/wiki/Reformatory 1823 Gaol Act. Elizabeth Fry began her campaign for improvements in the prison system in 1813. However, the Home Secretary, Lord Sidmouth, rejected Fry's ideas. Sidmouth's successor, Sir Robert Peel, was much more sympathetic, and eventually persuaded Parliament to pass the 1823 Gaols Act.
http://spartacus-educational.com/Lgaol.htm Reform schools were provided for criminal children whilst Industrial schools were intended to prevent vulnerable children becoming criminal.
In 1857 the Industrial Schools Act was passed. This gave magistrates the power to sentence children between the ages of 7 and 14, into one of these institutions. The act dealt with those children who were brought before the courts for vagrancy (being homeless). In 1861 a further act was passed & different categories were included:
*Any child apparently under the age of 14 found
begging or receiving alms [money or goods given as charity to the poor]. *Any child apparently under the age of 14 found wandering, not having any home or visible means of support, or in company of reputed thieves. *Any child apparently under the age of 12, having committed an offence punishable by imprisonment or less. *Any child under the age of 14 whose parents declare him to be beyond their control Ragged & Industrial Schools and Reformatories https://www.hiddenlives.org.uk/articles/raggedschool “Can hope look forward to a manhood raised On such foundations !”
"Hope is none for him" The pale recluse indignantly exclaimed; “And tens of thousands suffer wrongs as deep.” A Plea for Ragged Schools, Or, Prevention Better Than Cure By Thomas Guthrie https://books.google.com.au/books?id=RJr3eSxZ In 1844 Lord Shaftesbury became the president of the ragged schools. Eventually, Ragged Schools became the Shaftesbury Society. In 1843, Charles Dickens began his association with the schools and was appalled by his Field Lane Ragged School visit, which inspired him to write A Christmas Carol. He supported the schools & donated funds. At one point, he donated a water trough, saying it was "so the boys may wash and for a supervisor"! He later wrote about the school and his experience there in 'Household Words'. In 1837, he used the area 'Field Lane' as a setting for Fagin’s den, in Oliver Twist.
https://en.wikipedia.org/wiki/Ragged_school Household Words Vol. 9 1851- Dickens on the Ragged Schools
Household Words Vol. 12 1856- Dickens on the Ragged Schools Certified Industrial Schools
http://www.childrenshomes.org.uk/IS/ More has been written about Thomas John Barnardo
(1845–1905) and his organisation than about any other child welfare society in Britain. Barnardos sent more children to Canada than any other agency – altogether 24,854 children (70 per cent of them boys) Uprooted: The Shipment of Poor Children to Canada, 1867-1917 Eight Months' Experience of the Edinburgh Original Ragged Or Industrial School By Edinburgh Original Ragged or Industrial Schools
https://books.google.com.au/books?id=Q8gwAQAA Public Education: The School District of Philadelphia http://philadelphiaencyclopedia.org/archive/public-ed The philosophy of ragged schools By Caroline Frances Cornwallis https://books.google.com.au/books?id=zYcBAA Menzies Home for Boys 1865 Ragged Boys Mission https://www.findingrecords.dhhs.vic.gov.au/collect During his lifetime Dr. Barnardo rescued a quarter of a million children, of whom 62,312 were at one time or another inmates of his homes, and were maintained, educated and started in life under his influence and care. Of these 20,000+ were sent to Canada and several thousand to Australia, and they are now prospering in those countries. He established 94 orphanages, homes for destitute children, free lodging houses and more
The Pennsylvania School Journal - Vol 57-58 1908 Educating the Poor- Dickens & the Victorian City
http://dickens.port.ac.uk/education/ Educating Edinburgh Through the Years http://www.ourtownstories.co.uk/story/1515 |
There was a perceived rise in juvenile delinquency in the early 19th century
In 1816, Parliament set up a ‘Committee for Investigating the Alarming Increase in Juvenile Crime in the Metropolis’, in 1837 Charles Dickens published Oliver Twist about a child involved in a street gang. In 1847 it was recognised, the Juvenile Offences Act of 1847, that children under 14 should be tried in a special court not an adult court. More serious crimes, required separation from older prisoners, who would have a further negative affect. The power to set up such an establishment was given in the 1854 Youthful Offenders Act (the Reformatory Schools Act). This provided financial support for reform schools for convicted young offenders as an alternative to prison. Industrial schools were regularised 3 years later by the 1857 Industrial schools act. (wiki)
All truants who do not reform in the regular or disciplinary schools
are sentenced by the court to State juvenile reformatory schools Most boys were sent to Reform School on the charge of incorrigibility. The range of behavior encompassed by this word was vast, truancy
extremely common, running away, hanging out with a bad crowd, verbal abuse of family members, refusal to work, disobedience and quite often, theft. Early Days of the State Reform Schools, Minnesota Not all Reform Schools were alike, some had poor conditions
Cockatoo Island reform school app brings suffering of girls at notorious Sydney institution to life
The former convict prison was home to girls between the ages of eight and 18, including orphans, delinquents and Aboriginal girls. It became known as the Biloela Reformatory and Industrial School for Girls in 1871. The situation was so appalling it was investigated by a royal commission and the school was shut down. The girl's hair was shorn off, and then she was thrown into a small convict cell for solitary confinement, for up to two weeks. http://www.abc.net.au/news/2016-09-03/app-brings Cockatoo Reform school http://www.cockatooisland.gov.au/visit/history/
Sir Robert Peel put the twenty three most important into his legislative crucible, and transmuted the whole into the well-known Jail Act, which came into effect in July, 1823.
Annual report of the executive committee of the Prison Association 1865 Disorderly children were sent to a residential industrial school
Begging and vagrancy caused the magistrates to send vulnerable children to industrial schools to learn skills that would make then more employable.
The Ragged schools were given this name because the children who attended had only very ragged clothes to wear
Ragged schools were charitable organisations dedicated to the free education of destitute children in 19th-century Britain, which wasn't freely available.
Thomas Cranfield, a Tailor, offered free education for poor children in London. His background included studies at a Sunday school, Kingsland Rd, Hackney. In 1798, he established a free children's day school on Kent St near London Bridge. By the time of his death in 1838, he had established 19 free schools providing services for children and infants living in the lower-income areas of London. John Pounds, a Portsmouth shoemaker, provided important inspiration for the movement. When he was 12, his father had him apprenticed as a shipwright. Three years later, he fell into a dry dock and was crippled for life after damaging his thigh. Unable to work as a shipwright, John became a shoemaker and, by 1803, had his own shop in St Mary St, Portsmouth. In 1818, Pounds, known as the crippled cobbler, began teaching poor children without charging fees. He actively recruited children and young people to his school. He spent time on the streets & quays of Portsmouth making contact, even bribing them to come with baked potatoes. He taught local children reading, writing, and arithmetic. His reputation grew and he soon had more than 40 students. Pounds died in 1839. In 1841 Sheriff Watson established a school in Aberdeen, Scotland. Unlike Pounds and Cranfield, Watson used compulsion to increase attendance. Frustrated by the number of children who committed a petty crime and faced him in his courtroom, rather than send them to prison, he established a school for boys. As a law official, the sheriff arrested the vagrant children and enrolled them in school. Although the Edinburgh Original Ragged School, established by the Revered Thomas Guthrie in April 1847, was not the first ragged school in Scotland, Guthrie was later acknowledged as a core leader of the movement. His 'Plea for Ragged Schools', published in March 1847 for public's support, laid out his indisputable arguments. Guthrie was first introduced to ragged schools in 1841, while a Parish Minister of St. John’s Church in Edinburgh. On a visit to Anstruther in Fife, he saw a picture of John Pounds and felt inspired and humbled by his work. wikipedia/Ragged schools A cobbler, a minister, a tailor (Pounds, Guthrie & Cranfield) https://www.wordonthestreets.net/Articles/470352/ Thomas Barnardo arrived in London 1866, to train as a doctor, then be a missionary in China. In London, he saw a city where disease was rife, poverty and overcrowding endemic & education for the poor was non-existent. He watched helplessly as a cholera epidemic swept through the East End, leaving more than 3,000 Londoners dead and many destitute. Giving up on his plans, in 1867, opened his first ragged school, where children could gain a free basic education. Ten years later, his Copperfield Rd School opened its doors and for the next 31 years educated tens of thousands of children. It closed in 1908, by which time enough government schools had opened in the area serving the needs of families.
wikipedia/Ragged schools
There's a Syndrome for Everything!
'Boarding School Syndrome'
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1937 Conference Onward
GENERAL THEME
“ Education for Complete Living : The Challenge of To-day”
“ Education for Complete Living : The Challenge of To-day”
The New Education Fellowship Conference of 1937
The New Education Fellowship was an international organisation that promoted equal access to educational opportunities and new learning philosophies. Conference sessions were held at the four university colleges (Auckland, Victoria, Canterbury and Otago) and papers were given by renowned educationalists from all over the world. A visiting American scholar hailed the adult education work of Gwen and Crawford Somerset in Oxford, Canterbury. Some of the conference delegates, included Clarence Beeby (then director of the New Zealand Institute of Educational Research), distinguished American psychologist and educationalist Susan Isaacs and Victoria University College professor Thomas Hunter. (N.Z. report) https://teara.govt.nz/en/zoomify/46605/new-educ |
The conference began in Brisbane in August, and concluded in Perth seven weeks later after moving to other capital cities.
The conference was a huge success, with more than 8000 people attending. https://research.acer.edu.au/acer_history/6/ |
The New Education Fellowship (NEF) had been founded after the Great War in England, but soon developed local sections in many countries, including
Australia and New Zealand. |
The Following is from the Program of the Conference, which was One Shilling
($4.50 Aus. 2017) THE material progress of the world has been such that many millions of people have been released from the necessity for giving all their time and energy to securing a mere livelihood. This material and scientific progress has completely changed the conditions of life, both national and international, and has at the same time revealed the human race as being spiritually unprepared for the new world order. Universal schooling and increased leisure for adults provide the opportunity for raising the general level of human life to heights never yet attained. But what kind of life —individual and social—should we aim at, and what procedure should we adopt in order to realise these aims? These questions constitute to-day’s challenge to education |
Just two years later, the world would be at war again
New Education fellowship Conference
MELBOURNE SESSION: 24th—3 ist August 1937 "Education for Complete Living; The Challenge of To-day." http://digital.slv.vic.gov.au/view/action/singleViewer.d What came out of the conference?-'Education for Complete Living' was likely the most influential of any nongovernment publication about education & schooling in Australia, the first half of the 20th century
http://dehanz.net.au/entries/education-complete |
Why mention a 'New World Order?
SPEAKERS-
BEATRICE ENSOR- Founder and President of the New Education Fellowship
LAURIN ZILLIACUS, B.SC.- Rektor, Tölö Svenska Samskola, Helsingfors, Finland,
Chairman, New Education Fellowship
G. T. HANKIN, B.A., H.M.I.- Representing Board of Education, England
PIERRE BOVET, DOCTEUR ES LETTRES, LITT.D.- Professor of Pedagogy; Director J. J. Rousseau Institute for
Educational Sciences, Geneva
WILLIAM BOYD, M.A., B.SC., D.PHIL.- Head of Department of Education, Glasgow University
EDMUND de S. BRUNNER, M.A., PH.D.- Professor of Education, Teachers’ College, Columbia University, N.Y.
SALTER DAVIES, C.B.E., M.A. (OXON)- Director of Education, Kent
FRANK DEBENHAM, O.B.eE, M.A., B.SC.- Professor of Geography, Cambridge University
PAUL L. DENGLER, PH.D.- Director, Anstro-Amcrican Institute of Education. Vienna
F. C. HAPPOLD, D.S.O., M.A.- Head Master, Bishop Wordsworth’s School, Salisbury, England
E. G. MALHERBE, M.A., PH.D.- Director, National Bureau of Education, Pretoria
H. R. HAMLEY, M.A., M.SC., PH.D.- Professor of Education, Institute of Education, London University
F. W. HART, PH.D.- Professor of Education, University of California, San Francisco
SUSAN ISAACS, M.A., D.SC.- Head of Department of Child Development, Institute of Education, London Uni.
I. L. KANDEL. M.A., PH.D.- Professor of Education, Teachers’ College, Columbia University, New York
ARTHUR LISMER, A.R.C.A.- Educational Supervisor, Art Gallery, Toronto
SIR PERCY MEADON, C.B.E., M.A.- Director of Education, Lancashire
CYRIL NORWOOD, M.A„ D.LITT.- President, St. John’s College, Oxford
YUSUKE TSURUMI, M.P., Japan- Author and Lecturer on International Affairs
HAROLD RUGG, C.E., PH.D.- Professor of Education. Teachers’ College, Columbia University, New York
ANDERS VEDEL- Principal, Krabbesholm Folk High School, Skive, Denmark
(Brown. Prior, Anderson Pty. Ltd., 480 Little Bourke St., Melb., C1.)
Click on link for photographs of Speakers
https://nla.gov.au/nla.obj-52860937/view?partId=nla.obj-105259808#page/n0/mode/1up
BEATRICE ENSOR- Founder and President of the New Education Fellowship
LAURIN ZILLIACUS, B.SC.- Rektor, Tölö Svenska Samskola, Helsingfors, Finland,
Chairman, New Education Fellowship
G. T. HANKIN, B.A., H.M.I.- Representing Board of Education, England
PIERRE BOVET, DOCTEUR ES LETTRES, LITT.D.- Professor of Pedagogy; Director J. J. Rousseau Institute for
Educational Sciences, Geneva
WILLIAM BOYD, M.A., B.SC., D.PHIL.- Head of Department of Education, Glasgow University
EDMUND de S. BRUNNER, M.A., PH.D.- Professor of Education, Teachers’ College, Columbia University, N.Y.
SALTER DAVIES, C.B.E., M.A. (OXON)- Director of Education, Kent
FRANK DEBENHAM, O.B.eE, M.A., B.SC.- Professor of Geography, Cambridge University
PAUL L. DENGLER, PH.D.- Director, Anstro-Amcrican Institute of Education. Vienna
F. C. HAPPOLD, D.S.O., M.A.- Head Master, Bishop Wordsworth’s School, Salisbury, England
E. G. MALHERBE, M.A., PH.D.- Director, National Bureau of Education, Pretoria
H. R. HAMLEY, M.A., M.SC., PH.D.- Professor of Education, Institute of Education, London University
F. W. HART, PH.D.- Professor of Education, University of California, San Francisco
SUSAN ISAACS, M.A., D.SC.- Head of Department of Child Development, Institute of Education, London Uni.
I. L. KANDEL. M.A., PH.D.- Professor of Education, Teachers’ College, Columbia University, New York
ARTHUR LISMER, A.R.C.A.- Educational Supervisor, Art Gallery, Toronto
SIR PERCY MEADON, C.B.E., M.A.- Director of Education, Lancashire
CYRIL NORWOOD, M.A„ D.LITT.- President, St. John’s College, Oxford
YUSUKE TSURUMI, M.P., Japan- Author and Lecturer on International Affairs
HAROLD RUGG, C.E., PH.D.- Professor of Education. Teachers’ College, Columbia University, New York
ANDERS VEDEL- Principal, Krabbesholm Folk High School, Skive, Denmark
(Brown. Prior, Anderson Pty. Ltd., 480 Little Bourke St., Melb., C1.)
Click on link for photographs of Speakers
https://nla.gov.au/nla.obj-52860937/view?partId=nla.obj-105259808#page/n0/mode/1up
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Who knows what the book contains? but after that conference, readers changed slowly &
sport was added to the curriculum Gippsland Times (Vic) Thu 25 Sep 1947 "Is the New World Order about
'One Heart, One Mind' for Betterment? or 'Power & Greed' for Control?" The phrase "New world order" in the Bahá'í Faith refers to the replacement of the collective political norms and values of the 19th century with a new system of worldwide governance that incorporates the Bahá'í ideals of unity and justice for all nations, races, creeds, and classes. The idea of world unification, both politically and spiritually, is at the heart of Bahá'í teachings.
https://en.wikipedia.org/wiki/ WORLD EDUCATION FELLOWSHIP- It's Origin & Development (1987)
https://www.kcl.ac.uk/artshums NEW EDUCATION FELLOWSHIP DELEGATES ARRIVE IN CANBERRA 19th Aug 1937 https://trove.nla.gov.au/newspa Susan Isaacs and The New Education Fellowship Conference in Queensland, August 1937 https://freudinoceania.com/201 The reverse side of the Great Seal of the U.S. (1776). The Latin phrase "novus ordo seclorum", appearing on the reverse side of the Great Seal since 1782 and on the back of the U.S. one-dollar bill since 1935, translates to "New Order of the Ages" and alludes to the beginning of an era where the United States of America is an independent nation-state; conspiracy theorists claim this is an allusion to the "New World Order". The Great Seal of the United States is used to authenticate certain documents issued by the U.S. federal government
https://en.wikipedia.org/wiki/G |
What is the New World Order? Wikipedia gives three answers-
The New World Order or NWO is claimed to be an emerging clandestine totalitarian world government by various conspiracy theories. The common theme in conspiracy theories about a New World Order is that a secretive power elite with a globalist agenda is conspiring to eventually rule the world through an authoritarian world government The term "new world order" has been used to refer to any new period of history evidencing a dramatic change in world political thought and the balance of power. Despite various interpretations of this term, it is primarily associated with the ideological notion of global governance only in the sense of new collective efforts to identify, understand, or address worldwide problems that go beyond the capacity of individual nation-states to solve.
https://en.wikipedia.org/wiki/New Nature of the World Education Fellowship
Founded in 1921, the World Education Fellowship is voluntary and non-partisan, and enjoys the status of a UNESCO non-governmental organisation. Open to educators, members of associated professions & to all members of the public who have a common interest in education at all levels. The Fellowship meets biennially in international conferences, publishes books,pamphlets & its national sections, participate in workshops, meetings developmental projects. The Fellowship does not advocate any dogma; each member is free to put its principles into practice in ways which best suit his/her living and working environment. Since the beginning in 1921 there has been 45 International Conferences around the world. http://www.wef-international Educational Chat/Blog. Have your Say http://blog.wef-international.org/?p=9 The "New Education Fellowship" in New Zealand: Its Activity and Influence in the 1930's and 1940's
http://citeseerx.ist.psu.edu/vie |
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1970, was International Education year, so more changes were made
International Education Year 1970: through the General Assembly of the United Nations the countries of the world had proclaimed that the time had come for a fresh look at the way education was evolving.
Language is approached essentially as a means of communication. Audio-visual methods of teaching continue to be widely introduced and experimented. In spite of the over-all trend towards a more practical and less academic approach to education however, pupils’ moral and physical well-being is not lost sight of. The 1970's-
Language is approached essentially as a means of communication |
Examining first the total period of schooling prescribed for all children-the duration of compulsory education-the trend is towards prolongation: for example, in the U.S.S.R. to the full ten-year course of secondary (general) education, in the United Kingdom to age 16, in Denmark to eight years of basic schooling (in 1972/73) then to nine (in 1973/74), in Cyprus and Malta to age 15. The addition of the 7th grade to primary education in the Philippines is a similar step. or in employment. This new orientation of the curriculum plays an important part in the evolution of methods. The statements made by the vast majority of the delegations showed that there is an increasingly marked trend towards greater flexibility of structures. The excessively rigid structures of the past are being relaxed. A third stage in the discussion was reached when some delegates raised the question of the amount of knowledge an educated person should possess, which traditional subjects should be dropped from the syllabus and which new subjects, especially scientific and technical ones, should be introduced.
Educational trends in 1970
http://unesdoc.unesco.org/images/0000/000006/000673eo.pdf
Educational trends in 1970
http://unesdoc.unesco.org/images/0000/000006/000673eo.pdf
Educating Australia: Government, Economy and Citizen Since 1960 By Simon Marginson (1997)
https://books.google.com.au/books?id=V3FailbAnA World Declaration on Education For All, Meeting Basic Learning Needs-Framework for action (1990) http://unesdoc.unesco.org/images/0012/001275/1275 Meeting Basic Learning Needs- A Vision for the 1990's http://unesdoc.unesco.org/images/0009/000975/0975 |
With a new trend towards prolongation of Compulsory Schooling, why would a decision need to made, as to which traditional subjects should to dropped, so that new ones can be introduced? That would then mean, more years, less subjects |
A national literacy and numeracy goal: That every child leaving primary school should be numerate & be able to read,write & spell at an appropriate level, was agreed to by Commonwealth, State and Territory Education Ministers in March 1997.
"What Happened?" In a 1994 poll published by 'The Age', found that, if money were no object, almost two-thirds of people would prefer to place their child in a private school.
Australian students' literacy levels declining (2010)
http://www.abc.net.au/news/2010-12-08 |
Too many children are finishing school without having the skills to read or spell correctly, but they are well versed on getting fired up about various current affair issues. Some kids think that Captain Cook, is the bad guy from Peter Pan, a Solar System, is something that you install on your roof & Plato is nothing more than a modeling compound. Why is this? Too many other subjects have crept in, so that there isn't time to teach the basics. Looking back at the three 'R's" (reading, writing & arithmetic), has the balance of the scales gone too far in the opposite direction today?
What are our children being taught today? They are being made to read books that contain foul language & sexual references & are also being exposed to topics well beyond the understanding of their young minds.
The Youth of Today are Our Leaders of Tomorrow, so the values that they are being taught, will effect their judgement in the future We can't afford to be complacent about anything to do with education, we need to know what they are being taught. Ask questions, follow your heart, if it feels wrong?, say something
Too much class time spent on 'issues' leaving no time for the basics. Some kids think that Captain Cook is the bad guy from Peter Pan, A Solar System is something you install on your roof & Plato is nothing more than modeling compound
"I know one thing; that I know nothing"
― Socrates “The more I learn, the more I realize how much I don't know.” ― Albert Einstein “The more you know, the more you know you don't know.” ― Aristotle |
Our Reader Friends
No matter what names were used- Pat, May, Dick, Jane etc., the stories were basically the same.
The Whitcombe's books were published in the late 1920's and used in Schools most likely until the early 1950's
'Alice and Jerry' was a forerunner to
'Dick & Jane' Most people would have very fond memories of these early readers
Dick & Jane are the main characters in popular basal readers written by William S. Gray and Zerna Sharp, that were used to teach children to read from the 1930's through to the 1970's in the United States. Supporting characters included Baby (or Sally), Mother, Father, Spot (originally a cat 1930's, a dog in later editions), Puff the cat, and Tim the teddy bear. They first appeared in the Elson-Gray Readers used in the 1930's, originally produced by William H. Elson in the 1920's. The simple but distinctive illustrations were done by Eleanor Campbell and Keith Ward.
Robert Childress during the 1950's, Richard Wiley 1960's, was the first to include African American characters in the book. The books were reissued in 2003, but this time the publishers had warned against using them to teach reading to children. https://en.wikipedia.org/wiki/Dick_and_Jane Dick & Jane 15 Fun Facts http://mentalfloss.com/article/68475/15-fun-facts 'Janet and John' was also used in
New Zealand Schools "Janet and John started school in New Zealand....in 1950. .. it was not possible for New Zealand to produce its own new series: ...research into graded vocabularies had been done by the experts overseas; and New Zealand did not then have the printing capability to handle large runs of extra-sturdy books in full colour. There was only one solution: to buy an overseas series. Janet and John was the eventual choice of the Syllabus Committee....But the only distinctively New Zealand flavour added was one Māori legend placed in the 7th and final title in the series, Once upon a time. The word 'Maori' did not appear until that last book.
ESSAYS ON THE HISTORY OF THE BOOK IN NEW ZEALAND FOURTEEN: UP THE GARDEN PATH: JANET AND JOHN http://nzetc.victoria.ac.nz/tm/scholarly/tei-GriHand John & Betty weren't featured in the 3rd grade Australian reader 'Among friends'
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After the 1937 New Education Fellowship Conference, methods for teaching children how to read slowly changed & New Readers were introduced. These readers would incorporate a Little Girl, a Little Boy, their Mother, Father & pets into simple stories, introducing new words, with small repetitive lines. These characters were like friends to the young readers & would enjoy the ongoing stories, making a connection with the character's experiences & their own. Unlike today, very few children, if any, finished Primary school without being able to read at a reasonable standard. Alice and Jerry was a forerunner to 'Dick & Jane' and was a used in classrooms from the mid-1930's to the 1960's. The books followed a sister and brother, Alice and Jerry, as well as their dog Jip, through a series of simple events in relatively plain settings. The sentences in these readers were short, and used repeating words to build reader's stamina and familiarity. A text from the book- "Skip Along": "One, two three. Come and see. Come and see. See my umbrella. Look, Jerry. Up. One, two three. Come and see. Come and see. See my airplane. Up, up, up. Down." https://en.wikipedia.org/wiki/Alice_and_Jerry As the degree of difficulty increased, more characters were included in the stories The most famous of all, was probably 'Dick & Jane' 'Janet and John' was the British version of 'Dick and Jane' Janet & John are the main characters in a series of readers for children aged 4–7 years, in the teaching of schoolchildren throughout the 1950's and 1960's. Janet and John were portrayed as average English children, living a typical middle-class life that reflected many of the stereotypes of the time. By the 1970's, Janet and John’s straightforward and simple world was seen as being outdated and the books fell out of favour as did an updated version Kathy and Mark which used the same vocabulary, merely changing the names and illustrations in the books. The series was revamped in 2001. In September 2007, Summersdale Publishers reissued the first two Janet and John books, Here We Go and Off to Play, exactly as they were first published in 1949, except with hardcovers as they were primarily intended as nostalgia gifts for those who learned to read with these books. https://en.wikipedia.org/wiki/Janet_and_John School reader book, Janet & John http://www.aucklandmuseum.com/collection/object/ 'John and Betty' was the Australian version John and Betty were the main characters in three readers for children Prep to Grade 2. These books were printed by the Victorian Government printers, in Australia & were illustrated by Marjorie Howden (1909-1988). Just as 'Janet & John' & Dick & Jane' were used in other countries, these books were to teach schoolchildren throughout the 1950's and 1960's. They too dwindled by the 1970's, but were never revamped like the others. The books contained stories presented in a similar way to Janet & John, where John & Betty were the main characters, with Mother, Father & Baby, along with Scottie the Dog & Fluff the Cat. Other characters were added in the 2nd & 3rd readers. The first in the series entitled- 'John & Betty, the earliest reader for the little ones', followed by, 'Playmates', then the last was 'Holidays'. These books were equally as successful as Janet & John and Dick & Jane, in simply & easily teaching young children how to read. |
Others-
The series of printed books these particular children will read throughout the Infant School are the Happy Venture Readers compiled by Schonell. Many other readers are used to supplement these but the basis of the reading scheme throughout is the "Happy Venture". The stories are built around a family — Mother, Father, Dick and Dora.
Edu. Papers - 1950 King's College (University of Durham) |
The title of one of the books, 'Fun with Dick and Jane', was used for a 1977 film and its 2005 remake, a far cry from the books!
The story is about a married, middle-class couple who resort to robbery when the husband's employer goes bankrupt. Good movie, but the story line is not such a good example for our original reader heroes
Timeline Education
http://fusion.deakin.edu.au/exhibit Education, Primary http://www.emelbourne.net.au/bio History of Education in Victoria https://www.bastow.vic.edu.au/ School Days exhibition traces history of education in Victoria from 1800's to today http://www.abc.net.au/news/2015- 'Jack & Janet' Pub. by Houghton Mifflin Harcourt from 1949 in the United States. The Happy Venture readers featured 'Dick & Dora'
Each different Dept. of Education, would chose the reading scheme that they thought was best
Part of this pre-reading period will be spent in making the children familiar with the characters to appear in the reading books--Dick, Dora, Fluff, Nip. Large pictures and a complete set of flash cards are readily available from the booksellers, and every head master or head teacher should recognize that these are essential items of equipment in his school.
Education Office Gazette - Volumes 59-60 Queensland. Department of Public Instruction - 1958 Documentaries, Songs, Movies etc., relating to education
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First editions of 'Dick & Jane' are said to now fetch as much as US $200.
Whitcombe's progressive spellers
http://fusion.deakin.edu.au/exhibits/show/ 19th century school readers - Irish National Readers http://fusion.deakin.edu.au/exhibits/show/ 20th century readers http://fusion.deakin.edu.au/exhibits/show/ The Key Words Reading Scheme is a series of 36 English language early readers children's books, published by the British publishing company, Ladybird Books. The series are also often referred to as Peter and Jane, the names of the main characters. The first book in the series, Ladybird series 641, was published in 1964, and the series was completed by the first publication of the 36th book in 1967. Over 80 million books in the series have been sold worldwide, the books remain in print in 2012.
Key Words Reading Scheme (Peter & Jane) https://en.wikipedia.org/wiki/Key_Words_Read The Ant and Bee stories are a series of small-format hardback books written by Angela Banner (pseudonym of Angela Mary Maddison [nee Lincke], born May 14, 1923, died May 30, 2014). She began writing the books in order to teach her son how to read. The first volume was published in the United Kingdom in 1950 and the last in 1972. At least some volumes were published in the United States. The books were reprinted in the late 1980s and early 1990s. New editions of certain volumes were published in 2013. https://en.wikipedia.org/wiki/Ant_and_Bee *Education History N.Z.
*Education history records held by other archives U.K. *Timeline: A history of education *11 Facts History of Education, America *A Brief History of Education in the United States *School admission and progression age: since 1875 (QLD) *Education History Northern Territory *Old bush schools: life and education in the small schools of W.A. 1893 to 1961 *History of Australian Education *Children and schoolwork in NSW 1860-1920 *Readers’ Memories Celebrate Its Centenary (Aust) Learning and education S.A. *Adelaide, do you remember ... the days in the old school yard? *The Hagley Farm School in Nth Tasmania- 160 years of teaching students in the classroom and the paddocks. |
Year Books & Photos
Lost Schools
Imagine paying a visit to your old public school only to find a housing estate had risen in its place. Or found yourself in an unfamiliar park instead....The Kennett Government is often ‘credited’ with closing 350 Victorian schools during its term of office (1992-1999). However, this is not entirely accurate, as the preceding Cain/Kirner Government was the architect of major education rationalisation during the 1980's. Whatever the philosophy behind merging technical and high schools, the resultant multi-campus secondary colleges were ripe for cost-cutting measures. Many campuses were closed and sold off, sooner or later....You may have lost your primary school, or your secondary school, or both. You’ll have a story to tell, and we’re here to help. We hear you when you ask: “What about me?” Lost Schools of the 1990's http://learningfromthepast.com.au/lost-schools-of-the-1990s/ Lost Schools: 21st Century http://learningfromthepast.com.au/lost-schools-21st-century/ |
Worldwide yearbooks or School photos available online
If your School isn't here, Google 'Your School, then Old School photos or History'
The school might just have a facebook page?
If your School isn't here, Google 'Your School, then Old School photos or History'
The school might just have a facebook page?
INDIA
Convent of Jesus & Mary, Waverley, Mussoorie Loyola Public Schoolm Golden Jubilee Magazine Old Schools in India- photos St. Joseph's Convent Sec School, Bathinda 1961-86 St. Joseph's Convent Sec School, Bathinda 1989-90 St. Joseph's Convent Sec School, Bathinda 2006 St. Joseph's Convent Sec School, Bathinda 2016 _St. Xavier's School, Hazaribag · Woodstock School Mussoorie, India |
IRELAND
Antrim Old School photos East Wall road School Dublin Freemount National School Knocknamuck Lurgan and District Schools County Armagh Tandragee District Old school photos Co. Armagh ITALY
· St Stephens High School Rome |
PANAMA
· Balboa High School, Balboa Panama · Cristobal High School Canal Zone, Panama · Escuela Secundaria de Paraiso Paraiso, Panama PHILIPPINES
· American School Kawayan Manila, Philippines · George Dewey High School Subic Bay, Philippines · University of Santo Tomas Edu High School Manila PORTUGAL
· Lajes High School Azores, Portugal PUERTO RICO
· Commonwealth Parkville School Puerto Rico · Ramey High School Aguadilla, Puerto Rico · Robinson School, Santurce, Puerto Rico · Wesleyan Academy, San Juan, Puerto Ric SAUDI ARABIA
· Saudi Arabian International School Riyadh |
SINGAPORE
Alexandra Secondary School Alexandra Grammar School Bourne Secondary School Alexandra Infant School · Far Eastern Academy High School _Junior & Infant Schools Kinloss House _Pasir Panjang, Junior School _Royal Naval School Seletar Secondary Modern School St. John Comprehensive School Tanglin |
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