Education in the Peterborough Diocese in the century following the ~Glorious Revolution~, 1688
There is a consensus of academic opinion that for approximately 100 years stretching from 1688, the date of the 'Glorious Revolution', to the onset of industrialisation England enjoyed relative stability, the condition being attributed to political pragmatism. The purpose of this thesis is twofold; to document the educational developments that characterized the period and to examine their effect, nature and scope, about which historians sharply disagree. The principle that in any age education is a social tool whose practical possibilities rest on people's assumptions determined the strategy of pursuing four main lines of enquiry. These form thematic chapters, the contents of which are briefly summarized as follows: 1. Provision; the Church of England's supervisory role; incidental management of schools. 2. The curriculum and teaching methodology employed in the various scholastic institutions. 3. A survey of scholars in attendance at elementary schools, grammar schools and academies. 4. A consideration of the teaching force with sections on religious attitudes, financial standing and professionalism. Although the study has a national dimension its distinct regional focus is intentional because the bulk of
Shearing, Douglas Kenneth
Humanities and Social Sciences
Education in the Peterborough Diocese in the century following the ~Glorious Revolution~, 1688. There is a consensus of academic opinion that for approximately 100 years stretching from 1688, the date of the 'Glorious Revolution', to the onset of industrialisation England enjoyed relative stability, the condition being attributed to political pragmatism. The purpose of this thesis is twofold; to document the educational developments that characterized the period and to examine their effect, nature and scope, about which historians sharply disagree. The principle that in any age education is a social tool whose practical possibilities rest on people's assumptions determined the strategy of pursuing four main lines of enquiry. These form thematic chapters, the contents of which are briefly summarized as follows: 1. Provision; the Church of England's supervisory role; incidental management of schools. 2. The curriculum and teaching methodology employed in the various scholastic institutions. 3. A survey of scholars in attendance at elementary schools, grammar schools and academies. 4. A consideration of the teaching force with sections on religious attitudes, financial standing and professionalism. Although the study has a national dimension its distinct regional focus is intentional because the bulk of
education diocese century follow glorious_revolution consensus academic opinion stretch date glorious_revolution onset industrialisation england enjoy relative stability condition attribute political pragmatism purpose twofold document educational development period examine_effect nature_scope historian sharply disagree principle age education social tool whose practical possibility rest people assumption determine strategy pursue four_main line_enquiry form thematic content briefly summarize follow provision church_england supervisory role incidental management school curriculum teach employ various scholastic institution survey scholar attendance elementary_school grammar_school academy consideration teach force section religious_attitude financial stand professionalism although study national dimension distinct_regional focus intentional bulk