By Pam Hirsch
This ebook makes a speciality of educationalists, Oscar Browning (1837-1923) and Elizabeth Hughes (1852-1925) who have been the principals of the 2 separate day education schools for women and men at Cambridge. The early tasks of those leaders started the advance of schooling stories at Cambridge collage and, as a result, function try circumstances to envision the connection among instructor education and the college. As their early programmes foreshadowed the paintings of the present-day school of schooling, a ancient overview of those Victorian academic experiments uncovers how the volatile courting among instructor running shoes, the collage and the govt of the day has affected the prestige of the schooling division in the college. Oscar Browning and Elizabeth Hughes have been remarkable, larger-than-life characters, who've now not but been well-served within the historic debts. Their beliefs approximately what instructing will be approximately is one good precious of re-visiting. the schools they manage at Cambridge acted as types for education schools everywhere in the state in order that they have been a power at the nationwide scene. In as far as they visited and lectured in Europe, the US and Japan, in addition they had foreign impression.
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Extra info for Teacher training at cambridge: the initiatives of oscar browning (Woburn Education Series)
The teaching provided in Mechanics’ Institutes and night schools for adult members of the working classes was also deemed elementary and could earn grants under the government’s Elementary Education Code until 1893. Secondary schools were those provided for the middle classes and could and did take children of all ages from 7 to 20. From such schools a handful of children might go on to the higher education of the universities. Gillian Sutherland, The Movement for the Higher Education of Women: Its Social and Intellectual Contexts in England, c.
21 Browning was first and foremost a teacher to all whom he encountered. As whimsical as he may sound, Browning took his students’ education entirely seriously, but he did not believe that learning and pleasure need be mutually exclusive. If anything to Browning, pleasure and learning were synonymous and, if he could instil this ideal in his charges, they would only desire more knowledge and more enquiry. Browning once wrote: The mainspring of education is stimulus, the exciting of interest, but the necessary condition precedent of stimulus is discipline.
Moreover, Oscar Browning’s life in British education, both as student and teacher, may better enable teachers to reflect upon their own perspectives of education, specifically issues of pedagogy. 10 OSCAR BROWNING NOTES 1. Wortham, Oscar Browning (London, Constable, 1927), p. 1. 2. Oscar Browning, Memories of Sixty Years at Eton, Cambridge and Elsewhere (London, John Lane, The Bodley Head; New York, John Lane Company, 1910), p. 3. 3. lan Anstruther, Oscar Browning: A Biography (London, John Murray, 1983), p.