Nazlin Bhimani.

This blog is the third in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

By 1922, Prime Minister Lloyd George’s declaration that the men would be coming home to a ‘land fit for heroes’ rang hollow. The initial euphoria that gripped the nation in the aftermath of the First World War quickly dissipated as the enormity of the destructive capacity of the war in human and economic terms was realised. Some 750,000 British men were killed or wounded, the number of widows rose to c1.6 million, and just over 730,000 children lost their fathers. Families suffered extreme poverty as unemployment averaged 64 percent.

Britain’s relatively undereducated citizenry, in comparison with her European and International competitors, was seen as a growing liability in terms of the nation’s financial health and the future of the empire. With the passing of the People’s Representation Act in 1918 (and later the Reform Act in 1928), which extended franchise, the need for an educated citizenry became more imperative. To meet the demands of a new, modern world, the 1918 Education (Fisher) Act embodied the notion of creating a responsible and informed citizen. Though raising the school leaving age to 14 was achieved, the Act failed to meet its other targets when the Geddes ‘axe’ drastically reduced the (more…)

Georgina Brewis.

This blog is the second in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening.

Following its foundation in 1902, the London Day Training College’s second decade was profoundly shaped by the First World War (1914-1918) and its aftermath. The numbers of students on the roll dropped sharply as men enrolled in the armed forces after the British government’s declaration of war with Germany in August 1914. Women students also left for war work, including in munitions factories or in clerical work in government departments. By the middle of the war in September 1916 there were just 211 students, nearly all of them women. The 16 men left were those deemed medically unfit for service.

With London schools facing severe staffing shortages, the LDTC’s student teachers stepped up to new responsibilities that included increased teaching practice, students assuming full control of classrooms, and women being placed in boys’ secondary schools for (more…)

John Adams, the first principal (centre), with Margaret Punnett and Percy NunnThis blog is the first in a series of 12 exploring each decade in IOE’s history in the context of the education and society of the times. Find out more about our 120th anniversary celebrations on our website, and follow us on Twitter, Instagram, Facebook and LinkedIn to keep up with everything that’s happening. 

Tom Woodin.

At the turn of the Twentieth Century, a sense of historical change was palpable. London was viewed as a ‘great’ city at the heart of the largest empire in history. It was a financial hub; the centre of trade and a place where key political, cultural, economic and educational institutions coalesced.

It was also ravaged by inequality and poverty, which imperial adventures such as the Boer Wars had made a topic of public debate as had Charles Booth’s maps of London which provided a striking cartographic representation of poverty. Just a year after the death of Queen Victoria, the 1902 Education Act helped to foster the notion of an ‘educational ladder’ based upon scholarships for the lucky few who were able to progress from elementary schools to secondary education. The ‘scholarship boy’, and occasional girl, became an iconic figure in British life although in reality the ladder was thin and rickety and far from the proposed ‘educational highway’ for all that was favoured by the Workers Educational Association.

It was at this time that new ideas about teaching and teacher training came into their own. The London Day Training College – (more…)