The Myth of the Working‐class Sunday School¹

Imperialism, Social Control and the Colonial Curriculum in Africa

“…On the one hand schooling provided the most effective means of achieving religious instruction-this was also the case in Britain itself where, in the first half of the 19th century, 'the Sunday school offered virtually the only formal educational experience for most of the population'. 6 Native colonial and British working-class children alike were taught to read the Bible, the catechism and religious texts. In the mission schools religion pervaded the whole curriculum.…”

Literacy and society in the west, 1500–1850∗

“…The last mentioned were probably the single most important form of educational institution. Small, dependent on poorly paid teachers in what middle-class observers felt were sub-standard buildings, the private or adventure schools often enjoyed an exiguous existence (Dick, 1980;Vogler, 1976: 292-337;Beale, 1953;Butel, 1976: 9-1°)-Rather than equating schooling with education, it would probably be better to work with the concept of ' modes of learning ' of which formal scholastic training was just one aspect. Friends, family and autodidactic methods were also important in the acquisition of reading, writing and counting.…”

Access or exclusion? Some comments on the history and future prospects of continuing education in England

“…Some would also regard the nineteenth-century mechanics' institutes in this light, but there is a lack of agreement among historians on the question (others regard the institutes as essentially concerned with social control) (Shapin & Barnes, 1977;Dick, 1980).…”

“…As a result, they avoid limiting their research only to those social activities that are explicitly labelled educational and, instead, explore related spheres of social life such as work, politics or professional organisation. Studies in this vein tend to give considerable attention to the circumstances in which an educational system has been differentiated from these neighbouring fields, and investigate the process by which its boundaries are maintained, or change (Webster, 1975;Shapin & Barnes, 1977;Dick, 1980).…”