The history of secondary education in History of Education

Abstract

History of Education has published a steady stream of papers on the history of secondary education over the first 40 years of its existence. This corpus of research has been generated in the context of renewed interest in the history of secondary education that has been stimulated by developments in social and historical inquiry as well as by the contemporary onset of intensive reform of secondary education in many countries. History of Education has made a distinguished contribution to this new literature, especially in relation to an understanding of the secondary school curriculum, elite forms of secondary education, and increasingly in relation to secondary education for girls and secondary education policy. Some other key themes and topics have been generally less to the fore and require further detailed investigation.

Keywords:

• curriculum
• education policy
• historiography
• secondary education

Notes

¹E. Durkheim, The Evolution of Educational Thought: Lectures on the Formation and Development of Secondary Education in France (London: Routledge & Kegan Paul 1977), 8.

²Ibid.

³Ibid., 10.

⁴Ibid., 13.

⁵G. McCulloch, The Struggle for the History of Education (London: Routledge, 2011).

⁶See D. Crook, ‘Missing, Presumed Dead? What Happened to the Comprehensive School in England and Wales?’, in The Death of the Comprehensive High School?: Historical, Contemporary, and Comparative Perspectives, ed. B. Franklin and G. McCulloch (New York: Palgrave Macmillan, 2007), 152.

⁷Department of Education and Science, Education: A Framework for Expansion (London: HMSO, 1972).

⁸See e.g. G. McCulloch, ‘Education Policy and Practice’, in A Companion to Life Course Studies: The Social and Historical Context of the British Birth Cohort Studies, ed. M. Wadsworth and J. Bynner (London: Routledge, 2011), 69–90, for an overview of these developments.

⁹See e.g. C. Campbell and G. Sherington, The Comprehensive Public High School: Historical Perspectives (New York: Palgrave Macmillan, 2006); and Franklin and McCulloch, eds, The Death of the Comprehensive High School? (2007).

¹⁰See J. Obelkevich, ‘New Developments in History in the 1950s and 1960s’, Contemporary British History 13, no. 4, (2000): 126–42; D. Cannadine, Making History, Now and Then: Discoveries, Controversies and Explorations (London: Palgrave Macmillan, 2008).

¹¹R.L. Archer, Secondary Education in the Nineteenth Century (Cambridge: Cambridge University Press, 1921); J. Graves, Policy and Progress in Secondary Education 1902–1942 (London: Thomas Nelson, 1943); see McCulloch, Struggle for the History of Education, especially Chapter 2 on the history of education as a story of social progress.

¹²O. Banks, Parity and Prestige in Secondary Education: A Study in Educational Sociology (London: Routledge & Kegan Paul, 1955). See also A.H. Halsey, ‘The Relation Between Education and Social Mobility with Reference to the Grammar School since 1944’ (PhD thesis, University of London, 1954); and G. McCulloch, ‘Parity and Prestige in English Secondary Education Revisited’, British Journal of Sociology of Education 29, no. 4 (2008): 381–89.

¹³B. Simon, The Politics of Educational Reform, 1920–1940 (London: Lawrence & Wishart, 1974).

¹⁴F. Hunt, Gender and Policy in Secondary Education: Schooling for Girls, 1902–44 (London: Harvester Wheatsheaf, 1991).

¹⁵Examples include R. Lowe, ‘Secondary Education since the Second World War’, in The Changing Secondary School, ed. R. Lowe (London: Falmer Press, 1989), 4–19; G. McCulloch, ‘Secondary Education’, in A Century of Education, ed. R. Aldrich (London: Routledge, 2001), 31–53; G. McCulloch, ‘From Incorporation to Privatisation: Public and Private Secondary Education in Twentieth-century England’, in Public or Private Education?: Lessons from History, ed. R. Aldrich (London: Woburn Press, 2004), pp. 53–72; W. Richardson, ‘The Weight of History: Structures, Patterns and Legacies of Secondary Education in the British Isles, c. 1200–c. 1980’ (2011), London Review of Education 9, no. 2:153–73.

¹⁶For Scotland, see e.g. H.M. Paterson, ‘Incubus and Ideology: The Development of Secondary Schooling in Scotland, 1900–1939’, in Scottish Culture and Scottish Education, 1800–1980, ed. W.M. Humes and H.M. Paterson (Edinburgh: John Donald, 1983); R.D. Anderson, Education and Opportunity in Victorian Scotland: Schools and Universities (Oxford: Clarendon Press, 1983); R.D. Anderson, ‘Secondary Schools and Scottish Society in the Nineteenth Century’, Past and Present 109 (1985): 176–203.

¹⁷See for example G.E. Evans, Perspectives on a Century of Secondary Education in Wales (Aberystwyth: University College of Wales, 1990); G.E. Evans, Education and Female Emancipation: The Welsh Experience, 1847–1914 (Cardiff: University of Wales Press, 1990); G.E. Evans, Examining the Secondary Schools of Wales, 1896–2000 (Cardiff: University of Wales Press, 2008).

¹⁸For example D. Allsobrook, Schools for the Shires: The Reform of Middle-Class Education in Mid-Victorian England (Manchester: Manchester University Press, 1986); and M. Bryant, The London Experience of Secondary Education (London: Athlone Press, 1986).

¹⁹For instance, W.A.L. Vincent, The Grammar Schools: Their Continuing Tradition, 1660–1714 (London: John Murray, 1969); W. Reid and J. Filby, The Sixth: An Essay in Education and Democracy (Lewes: Falmer Press, 1982); G. McCulloch, The Secondary Technical School: A Usable Past? (London: Falmer Press, 1989); G. McCulloch, Philosophers and Kings: Education for Leadership in Modern England (Cambridge: Cambridge University Press, 1991); G. McCulloch, Failing the Ordinary Child?: The Theory and Practice of Working Class Secondary Education (Maidenhead: Open University Press, 1998); M. Vlaeminke, The English Higher Grade Schools: A Lost Opportunity (London: Woburn, 2000).

²⁰J. Roach, A History of Secondary Education in England, 1800–1870 (London: Longman, 1986); J. Roach, Secondary Education in England 1870–1902: Public Activity and Private Enterprise (London: Routledge, 1991).

²¹E.C. Mack, Public Schools and British Opinion, 1780–1860: An Examination of the Relationship between Contemporary Ideas and the Evolution of an English Institution (London: Methuen, 1938); E.C. Mack, Public Schools and British Opinion since 1860: The Relationship between Contemporary Ideas and the Evolution of an English Institution (London: Methuen, 1941).

²²See J. Honey, Tom Brown’s Universe: The Development of the English Public School in the Nineteenth Century (London: Millington Books, 1977); and J.A. Mangan, Athleticism in the Victorian and Edwardian Public School (Cambridge: Cambridge University Press, 1986).

²³An early example was M. Waring, Social Pressures and Curriculum Innovation: A Study of the Nuffield Foundation Science Teaching Project (London: Methuen, 1979) ; also e.g. M. Price, ed., The Development of the Secondary Curriculum (London: Croom Helm, 1986).

²⁴I. Goodson, Social Histories of the Secondary Curriculum: Subjects for Study (London: Falmer Press, 1985); G. McCulloch, E.W. Jenkins and D. Layton, Technological Revolution?: The Politics of School Science and Technology in England and Wales since 1945 (London: Falmer Press, 1985); B. Cooper, Renegotiating Secondary School Mathematics: A Study of Curriculum Change and Stability (London: Falmer Press, 1985); B. Woolnough, Physics Teaching in Schools 1960–85: Of People, Politics and Power (London: Falmer Press, 1988); P. Medway and I. Goodson, eds, Bringing English to Order: The History and Politics of a School Subject (London: Falmer Press, 1990).

²⁵D. Labaree, The Making of an American High School: The Credentials Market and the Central High School of Philadelphia, 1838–1939 (New Haven: Yale University Press, 1989); W.J. Reese, The Origins of the American High School (New Haven; Yale University Press, 1995); J. Herbst, The Once and Future School: 350 Years of American Secondary Education (London: Routledge, 1996); C. Kridel and R.V. Bullough Jr, Stories of the Eight-Year Study: Reexamining Secondary Education in America (New York, State University of New York Press, 2007); J.L. Rudolph, Scientists in the Classroom: The Cold War Reconstruction of American Science Education (New York: Palgrave 2002).

²⁶R.D. Gidney, Inventing Secondary Education: The Rise of the High School in Nineteenth Century Ontario (Montreal: McGill-Queen’s University Press, 1990); S. Thogerson, Secondary Education in China after Mao: Reform and Social Conflict (Aarhus: Aarhus University Press, 1990); J.S. Albisetti, Secondary School Reform in Imperial Germany (Princeton: Princeton University Press, n.d.); J.S. Albisetti, Schooling German Girls and Women: Secondary and Higher Education in the Nineteenth Century (Princeton: Princeton University Press; 1988).

²⁷ Paedagogica Historica 40, nos 1–2 (2004), Special Issue, ‘Secondary Education: Institutional, Cultural and Social History’.

²⁸P. Savoie, A. Bruter and W. Frijhoff, ‘Secondary Education: Institutional, Cultural and Social History’, Paedagogica Historica 40, nos 1–2 (2004): 14.

²⁹M. VanOverbeke, The Standardisation of American Schooling: Linking Secondary and Higher Education, 1870–1910 (New York: Palgrave Macmillan 2008); G. McCulloch, Cyril Norwood and the Ideal of Secondary Education (New York: Palgrave Macmillan, 2007); G. Sherington and C. Campbell, The Comprehensive Public High School: Historical, Contemporary, and Comparative Perspectives (New York: Palgrave Macmillan, 2006); R. Openshaw, Reforming New Zealand Secondary Education: The Picot Report and the Road to Radical Reform (New York: Palgrave Macmillan, 2009).

³⁰S. Wiborg, Education and Social Integration: Comprehensive Schooling in Europe (New York:Palgrave Macmillan, 2009); J.C. Albisetti, J. Goodman and R. Rogers, eds, Girls’ Secondary Education in the Western World: From the 18th to the 20th Century (New York: Palgrave Macmillan, 2010).

³¹C. Webster, ‘The Curriculum of the Grammar Schools and Universities: A Critical Review of the Literature’, History of Education 4, no. 1 (1975): 51–68.

³²N. Whitbread, ‘The Early Twentieth Century Secondary Curriculum Debate in England’, History of Education 13, no. 3 (1984): 221–33; R. Teese, ‘Scholastic Power and Curriculum Access: Public and Private Schooling in Postwar Australia’, History of Education 24, no. 4(1995): 353–67; B. Franklin, ‘Community, Race, and Curriculum in Detroit: the Northern High School Walkout’, History of Education 33, no. 2 (2004): 137–56.

³³D. Layton, ‘The Educational Work of the Parliamentary Committee of the British Association for the Advancement of Science’, History of Education, 5, no. 1 (1976): 25–39; A.L. Mansell, ‘The Influence of Medicine on Science Education in England, 1892–1911’, History of Education 5, no. 2 (1976): 155–68; E.W. Jenkins, ‘The Development of School Biology, 1918–1945’, History of Education 8, no. 1 (1979): 59–73; M. Waring, ‘Background to Nuffield Science’, History of Education 8, no. 3 (1979): 223–37.

³⁴R.J. Palmer, ‘The Influence of F.W. Sanderson on the Development of Science and Engineering at Dulwich College, 1885–1892’, History of Education 6, no. 2 (1977): 121–30; A.J. Flintham, ‘The Contribution of Arthur Smithells, FRS to Science Education’, History of Education 6, no. 3(1977): 195–208.

³⁵E.W. Jenkins, ‘The Association for Science Education and the Struggle to Establish a Policy for School Science in England and Wales, 1976–81’, History of Education 27, no. 4 (1998): 441–59; J. Collins, ‘Of Sheep’s Pluck and Science Exhibitions: The Professional Life of Mother Bernard Towers RSM (1883–1963)’, History of Education 38, no. 5 (2009): 649–66; J. Hallstrom, ‘“To Hold the Subject’s Territory”: the Swedish Association of Biology Teachers and Two Curricular Reforms, 1960–1965’, History of Education 39, no. 2 (2010): 239–59.

³⁶J. Donnelly, ‘The “Humanist” Critique of the Place of Science in the Curriculum in the Nineteenth Century and its Continuing Legacy’, History of Education 31, no. 6 (2002): 535–55; J. Donnelly and J. Ryder, ‘The Pursuit of Humanity: Curriculum Change in English School Science’, History of Education 40, no. 3 (2011): 291–313.

³⁷Although see for example D.P. Newton, ‘A French Influence on 19th and 20th Century Physics Teaching in English Secondary Schools’, History of Education 12, no. 3 (1983): 191–207.

³⁸M. Price, ‘Mathematics in English Education 1860–1914: Some Questions and Explanations in Curriculum History’, History of Education 12, no. 4 (1983): 271–84; D. Harding, ‘Mathematics and Science Education in Eighteenth Century Northamptonshire’, History of Education 1, no. 2 (1972): 139–59; P. Elliott, ‘“Improvement, Always and Everywhere”: William George Spencer (1790–1866) and Mathematical, Geographical and Scientific Education in Nineteenth-century England’, History of Education 33, no. 4 (2004): 391–417.

³⁹An important recent contribution in this area is P. Medway and P. Kingwall, ‘A Curriculum in its Place: English Teaching in one School, 1946–1963’, History of Education 39, no. 6 (2010): 749–65.

⁴⁰Exceptions were C. Mooney, ‘Vanquishing the Hydra-headed Monster: the Struggle to Establish the Classical Curriculum in New South Wales Schools, 1788–1850’, History of Education 26, no. 4 (1997): 335–52; W. Wraga, ‘Latin Literacy Redux: The Classical Investigation in the United States, 1921–1924’, History of Education 38, no.1 (2009): 79–98.

⁴¹S. Bayley and D. Yavorsky-Ronish, ‘Gender: Modern Languages and the Curriculum in Victorian England’, History of Education 21, no. 4 (1992): 363–82; S. Bayley, ‘The Direct Method and Modern Language Teaching in England, 1880–1918’, History of Education 27, no. 1 (1998): 39–57; M. Benson, ‘Port-Royal and the Nineteenth Century Paradigm Shift in Language Teaching’, History of Education 31, no. 6 (2002): 521–34; M. Tomalin, ‘“The Torment of Every Seminary”: The Teaching of French in British schools, 1780–1830’ History of Education 40, no. 4 (2011): 447–64.

⁴²For example, B.J. Elliott, ‘The League of Nations Union and History Teaching in England: A Study in Benevolent Bias’, History of Education 6, no. 2 (1977): 131–41; G. Wegner, ‘Affirmation of a Tradition: the German-American Dialogue over the Curriculum in West German Secondary Schools, 1950–1955’, History of Education 21, no. 1 (1992): 83–96; B. Vanhulle, ‘The Path of History: Narrative Analysis of History Textbooks – A Case Study of Belgian History Textbooks (1945–2004)’, History of Education 38, no. 1 (2009): 263–82.

⁴³P. Knight, ‘Subject Associations: The Case of Secondary Phase Geography and Home Economics, 1976–94’, History of Education 25, no. 3 (1996): 269–84; P. Elliott and S. Daniels, ‘“No Study so Agreeable to the Youthful Mind”: Geographical Education in the Georgian Grammar School’, History of Education 39, no. 1(2010): 15–33.

⁴⁴A. Jacobs and J. Goodman, ‘Music in the “Common” Life of the School: Towards an Aesthetic Education For All in English Girls’ Secondary Schools in the Interwar Period’, History of Education 35, no. 6 (2006): 669–87; S. Woodall, ‘William Horsley: Music Master at Miss Black’s Boarding-School for Young Ladies, 1828–1940’, History of Education 38, no. 2 (2009): 169–89; R. Freathy, ‘The Triumph of Religious Education for Citizenship in English Schools, 1935–1949’, History of Education 37, no. 2 (2008): 295–316; S. Wood, ‘Women’s Work or Creative Work?: Embroidery in New South Wales High Schools’, History of Education 38, no. 6 (2009): 779–89.

⁴⁵J. Roach, ‘Examinations and the Secondary Schools, 1900–1945’, History of Education 8, no. 1 (1979): 45–58.

⁴⁶P.R. Sharp, ‘The Origin and Early Development of Local Education Authority Scholarships’, History of Education 3, no. 1 (1974): 36–50; D. Muller, ‘The Qualifications Crisis and School Reform in Late Nineteenth Century Germany’, History of Education 9, no. 4 (1980): 315–31; B.J. Elliott, ‘History Examinations at 16 and 18 Years in England and Wales between 1918 and 1939’, History of Education 20, no. 2 (1991): 119–29; Brooks, V., ‘The Role of External Examinations in the Making of Secondary Modern Schools in England, 1945–65’, History of Education 37, no. 3 (2008): 447–68.

⁴⁷J. Stocks, ‘Objective Bees in Psychological Bonnets: Intelligence Testing and Selection for Secondary Education in Scotland between the Wars’, History of Education 29, no. 3 (2000): 225–38; D. Thom, ‘Politics and the People: Brian Simon and the Campaign Against Intelligence Tests in British Schools’, History of Education 33, no. 5 (2004): 515–29.

⁴⁸For example, R. O’Day, ‘Church Records and the History of Education in Early Modern England 1558–1642: A Problem in Methodology’, History of Education 2, no. 1 (1973): 115–32; R. Tittler, ‘Education and the Gentleman in Tudor England: The Case of Sir Nicholas Bacon’, History of Education 5, no. 1 (1976): 3–10; ‘The Education of English Gentlemen 1540–1640’, History of Education 6, no. 2 (1977): 87–101.

⁴⁹For instance, A. Smith, ‘Endowed Schools in the Diocese of Lichfield and Coventry 1660–99’, History of Education 4, no. 2 (1975): 5–20; M. Wallbank, ‘Eighteenth Century Public Schools and the Education of the Governing Elite’, History of Education 8, no. 1 (1979): 1–19; J. Simon, ‘Private Classical Schools in Eighteenth Century England: a Critique of Hans’, History of Education 8, no. 3 (1979): 179–91.

⁵⁰R.D. Croft, ‘Archbishop Thomas Cranmer and the Education of the English Clergy, 1533–1553’, History of Education, 11, no. 3 (1982): 155–64; J. Anglin, ‘Frustrated Ideals: The Case of Elizabethan Grammar School Foundations’, History of Education 11, no. 4 (1982): 267–79; J. Simon, ‘The State and Schooling at the Reformation and After: From Pious Causes to Charitable Uses’, History of Education 23, no. 2 (1994): 157–69.

⁵¹M. Mercer, ‘Dissenting Academies and the Education of the Laity, 1750–1850’, History of Education 30, no. 1 (2001): 35–58; D. Reid, ‘Education as a Philanthropic Enterprise: The Dissenting Academies of Eighteenth Century England’, History of Education 39, no. 3 (2010): 299–317.

⁵²K. Flanagan, ‘The Shaping of Irish Anglican Secondary Schools, 1854–1878’ History of Education 13, no. 1 (1984): 27–43; R. Brooks, ‘John Russell: Theologian Turned Rationalist Educator’, History of Education 22, no. 4 (1993): 335–51.

⁵³N.J. Humble, ‘Leaving London: A Story of Two Public Schools and Athleticism, 1870–1914’, History of Education 17, no. 2 (1988):149–62; W. Whyte, ‘Building a Public School Community, 1860–1910’, History of Education 32, no. 6 (2003): 601–26.

⁵⁴J.A. Mangan, ‘Eton in India: The Imperial Diffusion of a Victorian Educational Ethic’, History of Education 7, no. 2 (1978): 105–18.

⁵⁵See for example G. McCulloch, ‘Imperial and Colonial Designs: The Case of Auckland Grammar School’, History of Education 17, no. 4 (1988): 257–67.

⁵⁶D. Allsobrook, ‘The Reform of the Endowed Schools: The Work of the Northamptonshire Educational Society, 1854–1874’, History of Education 2, no. 2 (1973): 35–55; S. Fletcher, ‘Co-education and the Victorian Grammar School’, History of Education 11, no. 2 (1982): 87–98; G. McCulloch, ‘Education and the Middle Classes: The Case of the English Middle Classes, 1868–1944’, History of Education 35, no. 6 (2006): 689–704.

⁵⁷An exception was G. McCulloch and L. Sobell, ‘Towards a Social History of the Secondary Modern Schools’, History of Education, 23, no. 3 (1994): 275–86.

⁵⁸For example, Mangan, ‘Eton in India’; E. Cowie, ‘Stephen Cawtrey and a Working-class Eton’, History of Education 11, no. 2 (1982): 71–86.

⁵⁹P. Searby, ‘The New School and the New Life: Cecil Reddie (1858–1932) and the Early Years of Abbotsholme School’, History of Education 18, no. 1 (1989): 1–21; M. Tozer, ‘“The Readiest Hand and the Most Open Heart”: Uppingham’s First Missions to the Poor’, History of Education 18, no. 4 (1989): 323–32; P. Gronn, ‘An Experiment in Political Education: “V.G.”, “Slimy” and the Repton Sixth, 1916–18’, History of Education 19, no. 1 (1990): 1–21; R. Brooks, ‘In a World Set Apart: The Dalton Dynasty at King Alfred School, 1920–62’, History of Education 27, no. 4 (1998): 421–40; C. Watkins, ‘Inventing International Citizenship: Badminton School and the Progressive Tradition between the Wars’, History of Education 36, no. 3 (2007): 315–38.

⁶⁰M. Bradley, ‘Scientific Education for a New Century: The Ecole Polytechnique, 1795–1830’, History of Education 5, no. 1 (1976): 11–24; V. Karady, ‘Scientists and the Social Structure: Social Recruitment of Students at the Parisian Ecole Normale Supérieure in the Nineteenth Century’ , History of Education 8, no. 2 (1979): 99–108; R.J. Smith, ‘The Social Origins of Students of the Ecole Libre and the Institut d’Etudes Politiques, 1885–1970’, History of Education 17, no. 3 (1988): 229–38.

⁶¹S. Yamada, ‘“Traditions” and Cultural Production: Character Training at the Axhimota School’, History of Education 38, no. 1 (2009): 29–50.

⁶²D. Limond, ‘Miss Joyce Lang, Kidbrooke and “The Great Comprehensive Debate”, 1965–2005’, History of Education 36, no. 3 (2007): 339–52; J. Fletcher, ‘Hiram’s Hospital Revisited: A Further Exploration of a By-way of Early Victorian History’, History of Education 23, no. 1 (1994): 75–88; J. Ramsland, ‘La Maison Paternelle: “A College of Repression” for Wayward Bourgeois Adolescents in 19th and Early 20th Century France’, History of Education 18, no. 1 (1989): 47–55.

⁶³Exceptions included D. Limond, ‘Only Talk in the Classroom: “Subversive” Teaching in a Scottish School’, 1939–40’, History of Education 29, no. 3 (2000): 239–52; L. Moore, ‘Young Ladies’ Institutions: The Development of Secondary Schools for Girls in Scotland, 1833–c. 1870’, History of Education 32, no. 3 (2003): 249–72.

⁶⁴G.E. Jones, ‘1944 and All That’, History of Education 19, no. 3 (1990): 235–50.

⁶⁵For example, R.D. Anderson, ‘French Views of the English Public Schools: Some Nineteenth Century Episodes’, History of Education 1, no. 3 (1973): 159–72; Newton, ‘A French Influence’.

⁶⁶For example, M. Clarke, ‘Educational reform in the 1960s: the introduction of comprehensive schools in the Republic of Ireland’, History of Education 39, no. 3 (2010): 383–99; Vanhulle, ‘The Path of History’; S. Wiborg, ‘Why is There No Comprehensive Education in Germany?: A Historical Explanation’, History of Education 39, no. 4 (2010): 539–56; L. Johansson and C. Florin, ‘“Where the Glorious Laurels Grow...”: Swedish Grammar Schools as a Means of Social Mobility and Social Reproduction’, History of Education 22, no. 32 (1993): 147–62.

⁶⁷A. Byford, ‘Between Literary Education and Academic Learning: The Study of Literature at Secondary School in Late Imperial Russia (1860s–1900s)’, 33, no. 6 (2004): 637–60.

⁶⁸See W. Reese, ‘American High School Political Economy in the Nineteenth Century’, History of Education 27, no. 3 (1998): 255–65; T. Terakawa and W.H. Brock, ‘The Introduction of Heurism into Japan’, History of Education, 7, no. 1 (1978): 35–44; Mangan, ‘Eton in India’; L. Crawford, ‘The Development of Secondary Education in Hong Kong, 1945–71’, History of Education, 24, no. 1 (1995): 105–21; C. Campbell, ‘State Policy and Regional Diversity in the Provision of Secondary Education for the Youth of Sydney, 1960–2001’, History of Education 32, no. 5 (2003): 577–94; McCulloch, ‘Imperial and Colonial Designs’.

⁶⁹J. Goodman, ‘Social Change and Secondary Schooling for Girls in the “Long 1920s”: European engagements’, History of Education 36, nos 4–5 (2007): 497–510, is an interesting survey of girls’ secondary education in Europe.

⁷⁰C. Dyhouse, ‘Social Darwinistic Ideas and the Development of Women’s Education in England, 1880–1920’, History of Education 5, no. 1 (1976): 41–58; J. Burstyn, ‘Women’s Education in England during the Nineteenth Century: A Review of the Literature, 1970–1976’, History of Education 6, no. 1 (1977): 11–19; M. Theobald, ‘The Accomplished Woman and the Propriety of Intellect: A New Look at Women’s Education in Britain and Australia, 1800–1850’, History of Education 17, no. 1 (1988): 21–35.

⁷¹For example, J. Goodman, ‘Constructing Contradiction: The Power and Powerlessness of Women in the Giving and Taking of Evidence in the Bryce Commission, 1895’, History of Education 26, no. 4 (1997): 287–306; S. Spencer, ‘Reflections on the “Site of Struggle”: Girls’ Experience of Secondary Education in the late 1950s’, History of Education 33, no. 4 (2004): 437–49; M. Cohen, ‘Language and Meaning in a Documentary Source: Girls’ Curriculum from the Late Eighteenth Century to the Schools Inquiry Commission, 1868’, History of Education 34, no. 1 (2005):77–93.

⁷²One such was B. Mouser, ‘African Academy – Clapham 1799–1806’, History of Education 33, no. 1 (2004): 87–103.

⁷³For example, G. McCulloch, ‘Sensing the Realities of English Middle-class Education: James Bryce and the Schools Inquiry Commission, 1865–1868’, History of Education 40, no. 5 (2011): 599–613; R.C. Lilley, ‘Attempts to Implement the Bryce Commission’s Recommendations and the Consequences’, History of Education 11, no. 2 (1982): 99–111; J. Firmager, ‘The Consultative Committee under the Chairmanship of Sir Henry Hadow: The Education of the Adolescent’, History of Education 10, no. 4 (1981): 273–81; G. McCulloch, ‘“Spens v. Norwood”: Contesting the Educational State?’, History of Education 22, no. 2 (1993): 163–80.

⁷⁴Jones, ‘1944 and All That’; B.D. Robinson, ‘Campus Schemes of Secondary Education in England and Wales, 1952–82’, History of Education 25, no. 4 (1996): 387–400; L. Cook, ‘The 1944 Education Act and Outdoor Education: From Policy to Practice’, History of Education 28, no. 2 (1999): 157–72.

⁷⁵D. Crook, ‘Edward Boyle: Conservative Champion of Comprehensives?’, History of Education 22, no. 1 (1993): 49–62; M. Francis, ‘A Socialist Policy for Education?: Labour and the Secondary School, 1945–51’, History of Education 24, no. 4 (1995): 319–35.

⁷⁶B. Simon, ‘The Politics of Comprehensive Reorganisation: A Retrospective Analysis’, History of Education 21, no. 4 (1992): 355–62.