Why were they needed? How was their life?
Charles Dickens took an intense interest in education and particularly in those charities and institutions that catered for pauper children.
For Dickens, education had the potential to rescue working-class children from the ravages of industrialisation and from the dangers that lurked in the sprawling city. This view was shared by Dickens who, after strolling through one poverty stricken part of London, noted that the children: Generally born in dark alleys and backcourts, their playground has been the streets, where the wits of many have been prematurely sharpened at the expense of any moral they might have.
With minds and bodies destitute of proper nutriment, they are caught, as it were, by the Parish officers, like half-wild creatures… Dickens formed his opinions on education through his frequent forays into working-class neighbourhoods, visiting schools and exploring the forms of educational provision for local paupers.
These first hand experiences made good copy for his journal Household Words and produced interesting material for his novel Hard Times. For Dickens, a good education could be the bulwark against ignorance, cyclical poverty and crime.
Conversely, a badly run school could be the breeding ground for young, cunning criminals or, on the other hand, produce unimaginative, machine-like pupils ready for the industrial factory. Indeed, Dickens cast the school in Hard Times as an institution that turned-out life-less factory fodder enslaved to learning facts in a Lancashire mill town run on utilitarian principles.
In the character of Thomas Gradgrind, Dickens stigmatises the utilitarian philosophy that reduced children to numbers and education to facts. In the opening passages of Hard Times, Gradgrind outlines his philosophy behind educating children: Now, what I want is Facts.
|RSPCA Victoria - Latest News||One of the good things you could say about the Victorian era it was that they started to place value on a good education. Early on in the Victorian era, there were very few kids that ever attended school at all.|
|Hidden Lives Revealed - Poverty and Families in the Victorian Era||Early Victorian schooling In early Victorian Britain, many children did not go to school as children do today.|
|Hard Times: Charles Dickens: monstermanfilm.com: Books||The cost of living for the upper classes who do not depend so much upon bread as do the poor, did not vary very much during the thirties and forties, but bythe year of the Great Exhibition, it had fallen considerably.|
Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: This is the principle on which I bring up my own children, and this is the principle on which I bring up these children.
Stick to Facts sir!
The national training of teachers was in its early stages and Dickens was critical of its over-emphasis on knowledge and facts and feared that teachers were systematically extinguishing creative and imaginative qualities in children.
Education in Dickensian Portsmouth For the majority of children in Dickensian Portsmouth as elsewhere in the country, education was limited. With little direct State interference, schooling for children of the poor and working classes largely depended on churches, chapels and charitable organisations.
For the more wealthy, a large number of private boarding schools and superior academies existed in Portsmouth and Southsea.Victorian Era Children’s Education, Schooling, Teachers, Students If you are looking for a really detailed information, then read Victorian era schools Below is just a short summary of the education.
Poverty in Victorian Times. In the 19th century, As well as disease, these miserable Victorian poor suffered starvation and destitution. In many cases their only choice was to turn to crime - another major problem in the cities.
Some Victorians thought that education was the answer and ragged schools were set up to provide basic. Victorian food and what was eaten varied hugely at the time between the rich and the poor and this was the same for children too. Rich children ate extremely well whereas as a generalisation the poor had limited choices and availability.
The alarming growth of the city convinced contemporaries that urban life was having a damaging effect on both the poor’s physical and moral health. produced interesting material for his novel Hard Times.
For Dickens, a good education could be the bulwark against as part of the University of Portsmouth's Dickens & the Victorian. I’m happy for you to use it but would like you to acknowledge my work. No need for payment, all that I write is for people to use but not to rip off and pretend it’s theirs.
Girls, whether rich or poor, tended not to go to school in early Victorian times. With the exception of a small number of very wealthy girls who attended boarding school, most girls either worked if they were poor or if they were wealthy were taught by a governess at home.