Mark Freeman

Review of periodical literature on the history of education published in 2016

Abstract This review considers the periodical literature on the history of education published in 2016. It discusses general long-term trends in the field, but focuses mainly on the key areas of research in 2016 itself. The review is divided into several sections: ancient, medieval and early modern history; schooling and education policy; the history of universities and vocational education; histories of literacy, biography and gender; race, ethnicity and colonialism; youth and youth movements; science, medicine, health and welfare; and textbooks and the history curriculum.

‘And those who live, how shall I tell their fame?’ Historical pageants, collective remembrance and the First World War, 1919-39: Historical pageants, collective remembrance and the First World War

This article examines the ways in which the First World War was represented in historical pageants during the interwar period. Pageants in this period are often overlooked as sites of commemoration and dramatic representation. Three types of pageant are identified: those that portrayed the war hyper-realistically, those which relied on symbolism and allegory to convey messages about war and peace, and those which sought to incorporate the war into the longer histories of the communities whose pasts they depicted. The article argues that ‘traditional’ forms of representation of the past proved to be resilient features of popular commemoration and remembrance.

‘And those who live, how shall I tell their fame?’ Historical pageants, collective remembrance and the First World War, 1919–39

This article examines the ways in which the First World War was represented in historical pageants during the interwar period. Pageants in this period are often overlooked as sites of commemoration and dramatic representation. Three types of pageant are identified: those that portrayed the war hyper-realistically, those which relied on symbolism and allegory to convey messages about war and peace, and those which sought to incorporate the war into the longer histories of the communities whose pasts they depicted. The article argues that ‘traditional’ forms of representation of the past proved to be resilient features of popular commemoration and remembrance.

'And those who live, how shall I tell their fame?'

This article examines the ways in which the First World War was represented in historical pageants during the interwar period. Pageants in this period are often overlooked as sites of commemoration and dramatic representation. Three types of pageant are identified: those that portrayed the war hyper-realistically, those which relied on symbolism and allegory to convey messages about war and peace, and those which sought to incorporate the war into the longer histories of the communities whose pasts they depicted. The article argues that ‘traditional’ forms of representation of the past proved to be resilient features of popular commemoration and remembrance.

‘And those who live, how shall I tell their fame?’ Historical pageants, collective remembrance and the First World War, 1919-1939

This article examines the ways in which the First World War was represented in historical pageants during the interwar period. Pageants in this period are often overlooked as sites of commemoration and dramatic representation. Three types of pageant are identified: those that portrayed the war hyper-realistically, those which relied on symbolism and allegory to convey messages about war and peace, and those which sought to incorporate the war into the longer histories of the communities whose pasts they depicted. The article argues that ‘traditional’ forms of representation of the past proved to be resilient features of popular commemoration and remembrance.

Working men’s bodies: work camps in Britain 1880–1940

‘a sense that there is something larger than a human being, accompanied by capacities for awe, respect, and shame’ (p. 55). This wording, which he borrows from Paul Woodruff, not Schweitzer, confuses ‘something larger’ with what is needed: namely, something ultimately good, valuable, sacred. It also confuses emotions (and psychological capacities for emotions) with virtues (desirable traits, and ideals of character). If the ‘something larger’ is the Third Reich or a terrorist’s ideal, we are not speaking of virtue in any sense pertinent to Schweitzer. To qualify as a virtue, reverence must be formed around a core of desirable commitments to genuine goods, and emotions of awe and respect generated by that commitment. In practice, Rud tacitly moves in this direction when he says he is only concerned with ‘reverence for life, justice, love, truth, possibility, ideals, and human potential’ (p. 57). Each of these goods requires careful and collaborative specification, however, beginning with the question of which educational ideals and which human potentials? Second, Rud oscillates between two very different theses: (1) ‘In this book, I am interested in how Schweitzer’s formulation can be used to ground moral thinking in our schools’ (p. 59), and (2) ‘the ideas Schweitzer has articulated, and the life he led, can become at least part of a foundation for a new ethics, and can be enacted more forcefully and systematically in our schools’ (p. 137). The first thesis strikes me as inflated and implausible. Surely no one thinker can provide a moral foundation for our public schools. Schools within democratic societies must draw upon many voices, as Rud appreciates when he makes frequent references to other thinkers, especially John Dewey. Private schools, of course, have greater freedom, although most of them will also draw upon their particular religious traditions. The second, more modest thesis is successfully defended in this engaging book.

Roots and wings: a history of outdoor education and outdoor learning in the UK

This very large book doubles as a history of outdoor learning in the UK and as the detailed recollections of an experienced outdoor educator: Ken Ogilvie was for many years the head of an outdoor e...

A Blessing to the Town: 150 Years of Vaughan College, Leicester

The idea is a very simple one: take the very best schools, ones that are already working to improve other schools, and put them in charge of teacher training. The impact of these changes will be revolutionary. By the end of this Parliament well over half of all training places will be delivered by schools. (Quoted in G. Paton, ‘Top Graduates to get £25,000 to Teach in Tough Schools’, Daily Telegraph, 14 June 2012)