Historical Background The British government attached little importance to education until the end of 19th century

primary education in great britain

Historical Background

The British government attached little importance to education until the end of 19th century.

Schools and other educational institutions (such as universities) existed in Britain long before the government began to take an interest in education. When it finally did, it did not sweep these institutions away, nor did it always take them over. In typically British fashion, it sometimes incorporated them into the system and sometimes left them outside it. Most importantly, the government left alone the small group of schools which had been used in 19th century to educate the sons of the upper and upper-middle classes. At these ‘public’ schools the emphasis was on ‘character-building’ and the development of ‘team spirit’ rather than an academic achievement. This involved the development of distinctive customs and attitudes, the wearing of distinctive clothes and the use specialized items if vocabulary. They were all ‘boarding schools’ (that is the pupils lived in them), so they had a deep and lasting influence on their pupils. Their aim was to prepare young men to take up position in the higher ranks of the army, in business, the legal profession, the civil service and politics.

Public schoolboys from Eton

When pupils from these schools finished their education, they formed the ruling elite. They formed a closed group, to a great extent separate from the rest of society. Entry into this group was difficult for anybody who had had a different education. When, in the 20th century, education and its possibilities for social advancement came within everybody’s reach, new schools tended to copy the features of the public schools. (After all, they provided the only model of a successful school that the country had.

When pupils from these schools finished their education, they formed the ruling elite. They formed a closed group, to a great extent separate from the rest of society. Entry into this group was difficult for anybody who had had a different education. When, in the 20th century, education and its possibilities for social advancement came within everybody’s reach, new schools tended to copy the features of the public schools. (After all, they provided the only model of a successful school that the country had.