Penal Reformatory Schools

Carpenter, Mary

doi:10.1017/cbo9781139854672.008

Cited by 2 publications

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“…Instances were known of one person committed a hundred times and amongst juveniles recommittals of ten times were not infrequent. 3 A parliamentary inquiry of 1847 was told that 'the criminal population is much smaller than is generally imagined' and an example given of fourteen people with 'a constant habit of making and uttering false coin'. As the issue of each coin was a separate offence these fourteen people had committed an estimated 20,000 offences.…”

Section: IImentioning

confidence: 99%

The criminal statistics of nineteenth-century cities: a new approach

Sindall¹

1986

Urban History

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In the last decade an area of urban history receiving increasing attention has been that of crime and, in particular, nineteenth-century crime. For those social scientists whose main interest is the study of lower-class life the study of crime has become increasingly fashionable. However, the study of crime is the study of the whole of society and the relationship of the various classes within that society. That law-makers create law-breakers is axiomatic and the study of crime is, therefore, not just the study of criminals but also of the institutions which defined them as criminals. For too long it has been implied that studying criminals is the study of a subset of lower-class life. This is a reflection of the fact that research is largely a middle-class occupation and so researchers bring to their work their own middle-class perception of society. The result is the automatic acceptance that crime consists purely of larceny, burglary, assault, rape and murder while overlooking the middle-class crimes of fraud, embezzlement, tax evasion, offences against the Companies Acts, Consumer Protection Acts and Factory Acts.

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Section: IImentioning

confidence: 99%

The criminal statistics of nineteenth-century cities: a new approach

Sindall¹

1986

Urban History

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“…Their presence was considered a distinct ad vantage since they were presumed, because of their sex, to possess a "gentleness" and greater patience that would exert a beneficial effect on the rough nature of the children. (22) Even so, the increased services offered by these institutions demanded the presence of someone capable of acting as manager on a full-time basis, and thus most schools came gradually to depend on paid masters for day-to-day management. (23) Their positions were made more difficult by the fact that, despite their responsibility for the continuing operation of the school, they were usually considered as assistants to the most senior of the voluntary teachers.…”

Section: IImentioning

confidence: 99%

“…It was worse than useless "to found Schools to communicate knowl edge, or even to impart religious 'wordiness' as it is aptly called, without wisdom to direct, and power to guide and control." (25) To be successful, a teacher not only had to keep order in the class but also to obtain the good will of the pupils. (26) Not all the schools felt the need -as did the St. James' Back School in Bristol -for a certified instructor, but most made a serious effort to secure someone who had a modicum of previous experience with children, although not necessarily in a teaching capacity.…”

Section: IImentioning

confidence: 99%

Education for the Neglected: Ragged Schools in Nineteenth-Century England

Schupf¹

1972

History of Education Quarterly

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The ragged school movement in England spanned the period from 1840 to 1870, but the number of years during which the schools were being founded and expanded is deceptively brief in terms of their contribution to the care of the neglected juvenile. Of the three types of institutions conceived for the children of the destitute and delinquent classes — reformatory, industrial, and ragged schools — only the last proved to be a temporary phenomenon and failed to secure permanent government recognition. Their aim was nothing less than the civilization and conversion of an entire segment of the urban poor, a task too large for the resources of private charity. The schools were intended for a class of juveniles as yet unreached by any other institution, an urban group brought into existence by the rapid and unplanned growth of England's larger cities. They were the children of costermongers, pig-feeders, rag dealers, part-time dock workers, in fact of all those whose work was menial, irregular, and ill-paid. Also included in this category were the offspring of those who laid claim to no job whatsoever, the lowest mendicants and tramps, and persons who get their living by theft, who altogether neglect their children; the children of hawkers, pigeon-dealers, dog-fanciers, and other men of that class. A great proportion of the children are those of worthless and drunken parents, and many others are the children of parents, who, from their poverty, are too poor to pay even a penny a week for schooling.

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Penal Reformatory Schools

Cited by 2 publications

References 0 publications

The criminal statistics of nineteenth-century cities: a new approach

The criminal statistics of nineteenth-century cities: a new approach

Education for the Neglected: Ragged Schools in Nineteenth-Century England

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