As is widely known, the Bridgewater Treatises on the Power, Wisdom and Goodness of God as Manifested in the Creation (1833–36) were commissioned in accordance with a munificent bequest of the eighth Earl of Bridgewater, the Rev. Francis Henry Egerton (1756–1829), and written by seven leading men of science, together with one prominent theological commentator. Less widely appreciated is the extent to which the Bridgewater Treatises rank among the scientific best-sellers of the early nineteenth century. Their varied blend of natural theology and popular science attracted extraordinary contemporary interest and ‘celebrity’, resulting in unprecedented sales and widespread reviewing. Much read by the landed, mercantile and professional classes, the success of the series ‘encouraged other competitors into the field’, most notably Charles Babbage's unsolicited Ninth Bridgewater Treatise (1837). As late as 1882 the political economist William Stanley Jevons was intending to write an unofficial Bridgewater Treatise, and even an author of the prominence of Lord Brougham could not escape having his Discourse of Natural Theology (1835) described by Edward Lytton Bulwer as ‘the tenth Bridgewater Treatise’.

Science and popular education in the 1830s: the role of the Bridgewater Treatises.

Neoliberal education policies have privatised, marketised, decentralized, controlled and surveilled, managed according to the business and control principles of new public managerialism, attacked the rights and conditions of education workers, and resulted in a loss of democracy, critique and equality of access and outcome. This book, written by an impressive international array of scholars and activists, explores the mechanisms and ideologies behind neoliberal education, while evaluating and promoting resistance on a local, national and global level.

Chapters examine the activities and impacts of the arguably socialist revolution in Venezuela, the Porto Alegre democratic community experimental model in Brazil, the activities of the Rouge Forum of democratic socialist teachers and educators in the USA, Public Service International, resistance movements against the GATS (General Agreement on Trade in Services), and trade union and social movement and community/parental opposition to neoliberal education policies in Britain and in Latin America.

/pdf/contesting-neoliberal-education-public-resistance-and-4btptr9tck.pdf

Contesting neoliberal education : public resistance and collective advance

In this paper, I quantify average years of education present in the English population between 1307 and 1900. The estimates are based on extensive source material on literacy rates, number of primary and secondary schools and enrolment figures. An additional distinction is made on the basis of gender and of level of schooling. The trends in the data are indicative of significant increases in the level of educational attainment during the sixteenth and seventeenth centuries. This remarkable growth in schooling was followed by a strong decline in average years of education after ca. 1720. Whilst one in seven boys entered secondary schooling at the end of seventeenth century, this had decreased to one in thirty by the 1880s. Overall, the trends in the data suggest that education was beneficial to pre-industrial economic growth, but this was not sustained following the initial stage of the industrialisation process.

https://link.springer.com/content/pdf/10.1007%2Fs11698-016-0156-3.pdf

Human capital formation in the long run: evidence from average years of schooling in England, 1300–1900

Most historians of education have had a rather clear and unambiguous sense of their calling. Until about two decades ago, they presented American educational history as the story of the rise and triumph of the: public school. By their chronicles of the educational ideas and ideals of the past, they sought to inspire and strengthen the commitment of prospective teachers to the public school system as the unique product (and the bulwark) of American democracy. This was a not entirely ignoble mission, and the history produced was not always as bad as its critics have judged it. In a period of mounting social conflict, however, this traditional version of American educational history has appeared increasingly inadequate, both as an account of the past and as a stimulus to meaningful dialogue and debate in the present. The epithets by which the older history has been characterized-house history, narrow institutional history, morality-play history, missionary history-indicate both the depth and variety of dissatisfaction with it. While the loss of their predecessors' clear calling has meant confusion for the latest generation of educational historians, it has given them a sense of excitement about the possibilities of new approaches to the American educational past. During the late sixties a variety of studies began to demonstrate directions a new history of education might take. It is with these studies that this review is primarily concerned. This chapter will not undertake any grand characterization of the historiography of American education, nor will it seek to wring out of the current debate the single most satisfactory definition of educational history. Instead, it will attempt to identify the major new directions emerging in the history of American education and to examine some of the main issues and problems

https://www.jstor.org/stable/pdfplus/1167200.pdf

8: Historiography and the History of Education:

This paper problematises the official discourse of economic competitiveness and social inclusion used by the 2007 Education and Skills Bill to justify the proposal to extend compulsory participation in education and training in England to the age of 18. Comparisons are drawn between this attempt to raise the age of compulsion and previous attempts, which took place in a significantly different socio-economic context. It is argued that the needs of those most likely to be affected by the current proposal – young people not in education, employment or training (NEET) – are subordinated to the needs of an English economy that is increasingly based upon low-skill, low-pay work relations.

Raising the age of compulsory education in england: a neet solution?

Studies in the History of Education, 1780-1870

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Studies in the History of Education, 1780-1870