Chapter 21 reaction revolution and romanticism

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Chapter 21 reaction revolution and romanticism

The new Secretary of State, Michael Stewart, announced that 'It is the government's policy to reorganise secondary education on comprehensive lines. The method and timing of reorganisation must vary from one area to another'. Referring to the manifesto promise that 'grammar school education will be extended', he said the government would preserve 'what we all value in grammar school education' and would 'make it available to more children' The Times Educational Supplement 20 November quoted in Simon A few days later, in a debate on a Tory motion deploring 'the wholesale abolition of direct grant and maintained grammar schools' quoted in Simon Crosland had made his name as 'an ideologist promoting a revisionist, social democratic perspective' and had 'made his support for the comprehensive solution and his conviction that the public schools were a chief bastion of class society abundantly clear in earlier writings' Simon He had, however, 'no understanding of the pedestrian depths of provincial administration and the problems of the lower levels of the schools', and he sought the advice of academics who, for the most part, were 'similarly handicapped' Middleton and Weitzman During a heated debate in the Lords three weeks later, David now Lord Eccles 'raised the temperature The individual 'was sacrificed to society' and the parent 'silenced by the politician' report in The Times Educational Supplement 12 February quoted in Simon Other Tory peers - including Florence now Baroness Horsbrugh - were equally critical.

But Lord Gardiner, the Labour Lord Chancellor, said he had recently been in Leicester at a meeting attended by Chapter 21 reaction revolution and romanticism of people': Some of them had sold their homes in Leicester in order to get away from the city education system and the plus and give their children the advantages of a comprehensive school education.

An extension of the Easy Peasy All-in-One Homeschool

What struck me as, I confess, a complete amateur in this field was that all the members of the National Union of Teachers, whether from the city or the county, said exactly the same. Of course, I had always known that the plus was not very popular, but I had never known before to what extent it was both hated and feared.

It seemed to me that where you had both parents and teachers alike with experience of both systems feeling so strongly the superior advantages of the comprehensive school, it was at least possible that they were right Hansard House of Lords 10 February Vol Cols While all this was going on in Parliament, several more local authorities - including Wakefield, Middlesbrough, Southend and Birmingham - announced their intention to undertake comprehensive reorganisation.

At York, a working party of sixteen teachers worked on a plan for the city which, The Times reported, 'could mean the abolition of York's four grammar schools in favour of a comprehensive system' quoted in Simon Ten years earlier, as head of Watford Grammar School, he had been a leading opponent of comprehensive schools.

In Liverpool and Bristol, however, the authorities faced hostile 'parents' action committees', mostly comprised of the alumni of particular local grammar schools. It was a form of action that was to become 'general, if largely ineffective' in the years to come Simon Crosland gave a series of speeches in the spring of in which he made clear that plans for the issue of a Circular to local authorities were under way.

He stressed, however, that the government would not 'seek to impose destructive or precipitate changes on existing schools', nor approve 'any old makeshift scheme'.

The object was 'to give impetus and direction' to the process of change and to ensure that 'the objective of a non-selective pattern of secondary education should be firmly declared' reported in Education 12 February quoted in Simon In a speech at the end of Mayhe said: The fact is that there has been a growing movement against the plus examination and all that it implies.

This movement has not been politically inspired or imposed from the centre. It has been a spontaneous growth at the grassroots of education, leading to a widespread conviction that separation is an offence against the child as well as a brake on social and economic progress The whole notion of a selection test at this age belongs to the era when secondary education was a privilege of the few quoted in Chitty and Dunford For two months, there was 'a fierce debate within the DES' Chitty a:: Crosland opted for request.

Fashion under the French Revolution & Directoire Period 1789 to 180

He later told Maurice Kogan: First, there was a lot of argument inside the Department about whether we should 'request' or 'require' local authorities to produce comprehensive plans. Reg Prentice [the junior minister responsible for schools] wanted 'require', the Department wanted 'request'. My decision to go for 'request' was strongly influenced by my meetings with the AEC [Association of Education Committees] and my judgement of the general mood of the local authority world Kogan Asked by Kogan if he regretted not taking statutory power, Crosland replied: You must remember that at that time most local authorities were Labour-controlled and sympathetic to what we were doing - as indeed were some Tory authorities.

So plans were coming in at least as fast as we could cope with them. The limitation was one of human and physical resources and not one of statutory powers.Learn romanticism chapter 21 reaction revolution with free interactive flashcards. Choose from different sets of romanticism chapter 21 reaction revolution flashcards on Quizlet.

Chapter 21 reaction revolution and romanticism

VII: The End of European Hegemony. World War I. World War I: Trenches on the vetconnexx.com is best to start at the Library Page [At vetconnexx.com] Covers many aspects . Start studying APEC: Chapter Reaction, Revolution, and Romanticism, Learn vocabulary, terms, and more with flashcards, games, and other study tools.

Day 1(*) Unit: Anglo-Saxon/Old English. 1. (*)Print out your grading sheet for the first quarter or use the Excel version. Vocabulary. 1. Keep a vocabulary notebook and/or notecards for terms you will be learning about. Romanticism (also known as the Romantic era) was an artistic, literary, musical and intellectual movement that originated in Europe toward the end of the 18th century, and in most areas was at its peak in the approximate period from to Romanticism was characterized by its emphasis on emotion and individualism as well as glorification .

The Industrial Revolution was the transition to new manufacturing processes in the period from about to sometime between and This transition included going from hand production methods to machines, new chemical manufacturing and iron production processes, the increasing use of steam power, the development of machine tools and the rise of the factory system.

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