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Classics for girls : classics in independent schools 1902 - 1960 with special reference to the differing experiences of boys and girls / PENELOPE HASLER
Swansea University Author: PENELOPE HASLER
Abstract
At the end of the nineteenth century independent education was largely classical,knowledge of arcane tongues a shibboleth for privileged classes. During the twentiethcentury demarcation of the class structure became less pronounced and educationcompulsory for children across the social spectrum. One...
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Swansea
2000
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| Institution: | Swansea University |
| Degree level: | Doctoral |
| Degree name: | Ph.D |
| URI: | https://cronfa.swan.ac.uk/Record/cronfa67986 |
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| Abstract: |
At the end of the nineteenth century independent education was largely classical,knowledge of arcane tongues a shibboleth for privileged classes. During the twentiethcentury demarcation of the class structure became less pronounced and educationcompulsory for children across the social spectrum. One aspect that distinguishedindependent schools from state schooling was the classical nature of their curriculum; in1900 Greek and Latin was taught to almost all boys in these schools.In the nineteenth century upper and middle class girls were groomed for themarriage market. Education was considered an unhealthy and unladylike pursuit whichdid not befit their status. Social attitudes changed and education became more acceptableto parents and available to all. Due to a lack of tradition teachers in girls’ schools werewilling to try new methods and often offered a fresh approach. Difficulties such as ashorter working day, a broad curriculum and late start made it hard to achieve the samestandard as boys in classics.By 1920 supporters of sciences and modem languages had claimed a greater shareof the timetable. Those who could not cope with classics were channelled into the modemside streams, an option initially seen as second class. Gradually as career opportunitiesopened up these alternatives to classics gained in respectability and the vocational value ofclassics was questioned. Emphasis in their teaching moved from composition andgrammar to the literature and its context. Despite attempts to modernise the teaching ofclassics, change was slow. Whilst private schools were independent of state control, thefocus of examinations caused a uniformity of purpose and stifled opportunities forinnovation. As the academic route became an acceptable one for girls so their experiencedrew closer to that of boys.In 1919/20 Oxford and Cambridge withdrew Greek as an entry requirement and itbecame a specialist subject. Regulations of the new '0' and 'A' levels in 1951 resulted inLatin losing its status as an entrance qualification. The 1960 decision by Oxford andCambridge to drop it as a requirement for all removed the only justification for learningLatin for many, although it still retained a more secure place in independent schools thanin state schools.The character of the independent schooling system, with the reactionarypreparatory schools at the bottom of the chain, did not foster change. Each element ofthe system focused on entry to the next, classics playing a crucial role in the transition,although other subjects took an increasing proportion of the curriculum. For girls classicswas not an integral part of the system, but one that gained a place as academic resultsbecame crucial to careers. |
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| Item Description: |
OCR Scan of print version of record. |
| Keywords: |
Classics, education, boys and girls, independent schools |
| College: |
Faculty of Humanities and Social Sciences |