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Published online by Cambridge University Press: 10 January 2014
In Elementary Schooling and the Working Classes, 1860–1914, J. S. Hurt employs what has become a classic opening in works of social history. “Much of the history of education,” he declares, “has been written from the top, from the perspective of those who ran and provided the schools, be they civil servants or members of the religious societies that promoted the cause of popular education. Little has been written from the viewpoint of those who were the recipients of this semi-charitable endeavour, the parents who paid the weekly schoolpence and the children who sat in the schoolrooms of nineteenth-century England.”
Hurt's point is well taken, but he leaves himself open to the retort that he also draws his information mainly from official sources. The parents rarely speak in his book, the children almost never. One could make the same criticism of Phil Gardner's The Lost Elementary Schools of Victorian England. Gardner claims that the so-called dame schools, the private venture schools that served a large fraction of the Victorian working class, were unfairly disparaged and suppressed by educational bureaucrats. But he too depends largely on bureaucratic reports to reconstruct the history of schools outside the state system. Neither Gardner nor Hurt quite succeeds in plumbing educational history to the very bottom: they do little to reconstruct the classroom experience from the viewpoint of the working-class child.
What sources could we use to recover that history? There are, of course, the reports of school inspectors, but Gardner warns us that they had a vested interest in condemning dame shools.
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