A detailed historical account of the origins of the modern examination system in England from 1850 to 1900. At the beginning of the nineteenth century public examinations were almost unknown, yet by its end they were established as the most generally acceptable method of assessment and selection; with many they had become almost an article of the Victorian faith, though their objectivity and efficacy were already becoming matters of public controversy.  Meer

Robert Owen was one of the most extraordinary Englishmen who ever lived and a great man. In a way his history is the history of the establishment of modern industrial Britain, reflected in the mind and activities of a very intelligent, capable and responsible industrialist, alive to the best social thought of his time.  Meer

Originally published in 1973, this is a selection of the educational writings of H. E. Armstrong, edited with a full introduction by W. H. Brock. Henry Armstrong (1848–1937) was a controversial and energetic publicist for reforms in science teaching and curricula.  Meer

Thomas Henry Huxley (1825–1895) is known primarily as a scientist but he was also an influential educationalist, spending most of his working life teaching at the School of Mines (which later became Imperial College of Science and Technology).  Meer

James Mill's two principal published works on education are the article 'Education', for the Encyclopedia Britannica, written in 1815, and the pamphlet Schools for all, in preference to Schools for Churchmen only, written in 1812.  Meer

The French Revolution was the first of the great social upheavals which transformed European society; its effects on the French national educational system and its wider influence on education is obviously important.  Meer

Thomas Arnold, headmaster of Rugby School from 1828 till his death, is famous as the reformer of public schools. Dr Bamford sees this reputation as a misleading one and in his introduction he presents Arnold as a paradoxical figure.  Meer

A selection from Arnold's writing on education, other than Culture and Anarchy. All the pieces stem from his work as Inspector of Schools: they illustrate his concern both with the principles that must be established as a basis for the education of an industrial democracy and his practical concern with the day-to-day running of schools.  Meer

An account of the progress made in the provision of education in Nottingham in the nineteenth century. Dr Wardle makes full use of the evidence of newpapers, contemporary accounts and statistics relating to population, child employment, public health, welfare agencies, and charitable organisations to produce an integrated study of the educational, social and economic aspects of a town's growth over 100 years.  Meer

The learned, pious and gentle Archbishop Fénelon (1651–1715), author of Télémaque and royal tutor, was one of the great European educationists and especially important for his writings on the education of girls; but his work is little known to students of the history and theory of education because suitable translations of the main texts have been lacking.  Meer

This book traces the nineteenth-century formation, growth and structure of the central authority for education in England. The author uses a wide variety of published and unpublished material and describes the influences - religious, social, political and economic and others that moulded the authority.  Meer

A study of Robert Lowe (1811–1892), a philosophical radical in the utilitarian tradition, educationalist and politician. He held a number of government positions, and as vice-president of the Committee of Council on Education (1859–1864) he introduced the controversial 'payment by results' scheme, 'results' being measured by examinations and constituting the pre-condition for the payment of State grants.  Meer

Friedrich Froebel (1782–1852) has long been known as a great educational reformer and the founder of kindergartens. Most of Froebel's works deal with young children.  Meer