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A detailed historical account of the origins of the modern examination system in England from 1850 to 1900. At the beginning of the nineteenth century public examinations were almost unknown, yet by its end they were established as the most generally acceptable method of assessment and selection; with many they had become almost an article of the Victorian faith, though their objectivity and efficacy were already becoming matters of public controversy. The Oxford and Cambridge honours examinations provided a major source for Victorian ideas of open competition and public examinations. It was seen that this model could be applied to a whole range of educational and administrative purposes. The crucial developments came between 1850 and 1870: major landmarks were the Northcote-Trevelyan Report of 1853 on the Civil Service, the foundation of the Oxford and Cambridge Local Examinations of 1857 and 1858, and Gladstone's introduction in 1870 of open competition into the Home Civil Service.

A study of Robert Lowe (1811-1892), a philosophical radical in the utilitarian tradition, educationalist and politician. Mr Sylvester assesses Lowe's career and political importance, and argues for a reconsideration of his somewhat reactionary reputation.

This volume contains James Mill's two principal published works on education - the article 'Education', written in 1815, and the pamphlet Schools for all, in preference to Schools for Churchmen only, written in 1812. Mr Burston's introduction relates the two pieces to Mill's general intellectual and philosophical position, and to the historical context in which he wrote.

A selection from Arnold's writing on education, other than Culture and Anarchy. All the pieces stem from his work as Inspector of Schools: they illustrate his concern both with the principles that must be established as a basis for the education of an industrial democracy and his practical concern with the day-to-day running of schools.

This book gives a biography and character sketch of Fenelon, author of Telemaque and royal tutor, and examines his educational theories.

The French Revolution was the first of the great social upheavals which transformed European society; its effects on the French national educational system and its wider influence on education is obviously important. Little has been written on the topic and Professor Barnard offers a modern study.

This selection of his writings on education illustrates his rationalist concept of the formation of character and its implications for education and society; also his growing utopian concern with social reorganisation; and third, his impact on social movements.

This 1973 book contains a selection of the educational writings of H. E. Armstrong, edited with a full introduction by W. H. Brock. Henry Armstrong (1848-1937) was a controversial and energetic publicist for reforms in science teaching and curricula concerned with making teaching less didactic and authoritarian.

An account of the progress made in the provision of education in Nottingham in the nineteenth century. This book gives a vivid picture of the growth of our educational system, seen by the administrators, parents and pupils for whom it was intended.

This selection, translated from the German for this volume, shows the development of his educational doctrines, which mostly deals with young children. To those concerned with child development and the history of education, this volume offers a concise readable account of the beliefs and achievements of a remarkable nineteenth-century educator given in his own words.

Thomas Henry Huxley (1825-1895) is known primarily as a scientist but he was also an influential educationalist. In this 1971 text, the most significant of his writings on education have been selected, edited and gathered together. The book contains a guide to further readings for the reader and a useful chronology of Huxley's life and writings.

Thomas Arnold, headmaster of Rugby School from 1828 till his death, is famous as the reformer of public schools. Dr Bamford sees this reputation as a misleading on and in his introduction he presents Arnold as a paradoxical figure.