A 'Transcript of Their Mind'?: Ragged School Literacy in the Mid-Nineteenth Century.
This article explores the education ragged schools imparted in the mid-nineteenth century. It argues that the ragged school movement filled an important need within communities, teaching reading and writing to those children excluded from existing institutions by their poverty. Until now, scholarshi...
| Publicado en: | Journal of Victorian Culture Vol. 24; no. 1; pp. 18 - 33 |
|---|---|
| Autor principal: | |
| Formato: | Artículo |
| Publicado: |
Oxford University Press / USA
Jan2019
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=135542070&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 135542070 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 13555502 8N4 jtl: Journal of Victorian Culture issn: 13555502 maglogo: N pubinfo: dt: Jan2019 vid: 24 iid: 1 pid: 622 pub: Oxford University Press / USA artinfo: ui: 135542070 10.1093/jvcult/vcy050 ppf: 18 ppct: 15 formats: tig: atl: A 'Transcript of Their Mind'?: Ragged School Literacy in the Mid-Nineteenth Century. aug: au: Mair, Laura M affil: University of Edinburgh su: Ragged schools British education system Literacy Victorian Period, Great Britain, 1837-1901 Poor children Children's letters Letter writing Emigration & immigration Nineteenth century History of education sug: subj: Ragged schools British education system Literacy Victorian Period, Great Britain, 1837-1901 Poor children Children's letters Letter writing Emigration & immigration Nineteenth century History of education keyword: Britain education emigration emotion letters literacy poverty ab: This article explores the education ragged schools imparted in the mid-nineteenth century. It argues that the ragged school movement filled an important need within communities, teaching reading and writing to those children excluded from existing institutions by their poverty. Until now, scholarship on the education offered in ragged schools has focused on the assessment of government inspectors or the movement's own literature. Using a collection of 227 letters ragged school emigrants sent their former teacher, this article shifts attention towards the children's own words and penmanship. It demonstrates the widely varying abilities found within one classroom, contrasting those who required amanuenses with those who composed poetry. This article offers new and valuable insights into the literacy attained by the poorest children in Victorian society, as well as their individual efforts to improve. The letters evidence the value placed on literacy and reveal the time former ragged school scholars invested in cultivating their reading and writing skills. It suggests both pride and shame could be attached to literacy, with letter composition evoking anxiety for some. More broadly, this article presents a new view of working-class education by revealing young men's immediate attitudes towards literacy that are inaccessible through autobiographies or memoirs. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
|---|