A Letter to a Friend on the Standards of the New Code of the Education
Language: English
Published by Forgotten Books, 2018
- Softcover
- New
Seller: Forgotten Books, London, United KingdomForgotten Books
AbeBooks seller since June 2, 2021
Condition: New
£ 13.27
Quantity: Over 20 available
Add to basketItem description from seller
Print on Demand. This book delves into the history of education, particularly the English education system, and offers a critique of the Revised Code of 1861. The author examines how the system of standards, individual examinations, and the rigid curriculum stifled creativity in teaching and discouraged the development of critical thinking in students. The book explores the impact of these standards on the teaching profession, and laments the loss of highly qualified teachers who were dissatisfied with the new system. It also highlights the detrimental effects on students, particularly those from disadvantaged backgrounds, who were left behind due to the focus on rote learning. The author argues for a return to a more holistic approach to education, one that values intellectual curiosity, problem-solving, and the development of well-rounded individuals. This thought-provoking book sheds light on the historical roots of educational issues still faced today, and offers valuable insights for educators and policymakers seeking to improve the quality of education for all. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book.…
Seller Inventory # 9781334617249_0
- Title
- A Letter to a Friend on the Standards of the New Code of the Education
- Author
- John Menet
- Publisher
- Forgotten Books
- Publication year
- 2018
- Condition
- New
- Book Type
- print-on-demand item
- Binding
- Paperback
- Language
- English
- ISBN 10
- 1334617244
- ISBN 13
- 9781334617249
- Seller catalogs
- Education
Challenging fixed standards and pay-for-results in nineteenth-century education
This book argues that the move to standardized testing and payment by results distorted teaching, harming both students and teachers. It examines how rigid standards encouraged dull routines, financial incentives, and school farming, instead of true mental discipline and practical learning. The author surveys the English and Scottish codes, inspection practices, and classroom realities to propose a path back to thoughtful, flexible education.
From a historical perspective, you’ll see how policy shaped the daily work of teachers, pupils, and inspectors. The text links issues of fairness, variation across schools, and the dangers of turning schooling into a market. It also offers a candid look at how reforms can undermine genuine learning and what changes might restore real instruction and professional judgment.
- A clear critique of standards as a governing principle in schools
- Examination of how funding tied to results affected teaching practices
- Analysis of the roles of inspectors, head teachers, and pupil teachers
- A proposed shift toward class-based examination and broader educational aims
Ideal for readers of education policy history, reform-minded educators, and anyone curious about how past decisions shape present classrooms.
"Synopsis" may belong to another edition of this title.
Forgotten Books
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Forgotten Books’ Classic Reprint Series utilizes the latest technology to regenerate facsimiles of historically important writings. Careful attention has been made to accurately preserve the original format of each page whilst digitally enhancing the quality of the aged text.
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Forgotten Books publishes hundreds of thousands of rare and classic books.
This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This text has been digitally restored from a historical edition. Some errors may persist, however we consider it worth publishing due to the work's historical value.
The digital edition of all books may be viewed before purchase if you request a sample.
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