By Gary McCulloch
Philosophers and Kings examines how the subject of ''education for leadership'' has constructed, replaced and declined in English secondary schooling through the 20th century. Gary McCulloch examines the contributions of vital educators corresponding to Cyril Norwood, Victor Gollancz and Eric James, and exhibits how an inherently ''elitist'' thought may actually be tailored to shape an enormous a part of radical or even socialist academic inspiration, and percentage within the discrediting such notions have suffered throughout the Nineteen Eighties. In so doing Philosophers and Kings makes a massive contribution not just to the tutorial historical past of up to date England, yet to our knowing of the manifold cultural adjustments that experience affected English society within the contemporary previous.
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Extra resources for Philosophers and Kings: Education for Leadership in Modern England
Sample text
44 The Independent Schools Association similarly defended the established character and role of the public schools: 'The value of the Public Schools as a national asset lies firstly in the opportunity which they afford as a training in community life and as a milieu in which qualities of leadership and 36 PHILOSOPHERS AND KINGS responsibility may develop. '45 Little compromise was to be found here; nor was there any among the critics of the public schools, who often singled out the supposed leadership qualities of the schools for special attention.
In some ways of greater significance was the second world war of 1939 to 1945. 4 The role and future of the public schools were to be a matter of intense debate in these circumstances, with important consequences for the postwar era. The experience of the first world war was in fact widely taken to be a triumphant vindication of the public schools' contribution to society. The sacrifice and heroism shown by a generation of leaders that the public schools had produced seemed to demonstrate the qualities of character and public service so long associated with such schools.
H. Cole, obliged to resign from the Fleming committee due to illness, distanced himself from the final report: I do not believe the 'snob' boarding schools can be democratised, as the Fleming committee suggests, by admitting to them a proportion of entrants from the State primary schools. 58 These fears proved to be justified, as a later Public Schools Commission reporting in 1968 confirmed. 59 It seemed true also that the products of the public schools remained dominant THE END OF THE OLD SCHOOL TIE?