Book contents
- Frontmatter
- Contents
- Acknowledgements
- List of abbreviations
- 1 Introduction
- 2 Studying childhood
- 3 The invention of educational psychology
- 4 Cyril Burt and the psychology of individual differences
- 5 Susan Isaacs and the psychology of child development
- 6 The structure and status of a profession
- 7 Mental measurement and the meritocratic ideal
- 8 The psychometric perspective
- 9 Psychologists as policy makers, 1924–1944
- 10 The measurement of merit anatomised
- 11 Equality and community versus merit
- 12 Egalitarianism triumphant
- 13 Cyril Burt and the politics of an academic reputation
- 14 Equality and human nature
- 15 The measurement of merit revived?
- 16 Conclusion
- Glossary
- Selective bibliography
- Index
10 - The measurement of merit anatomised
Published online by Cambridge University Press: 11 March 2010
- Frontmatter
- Contents
- Acknowledgements
- List of abbreviations
- 1 Introduction
- 2 Studying childhood
- 3 The invention of educational psychology
- 4 Cyril Burt and the psychology of individual differences
- 5 Susan Isaacs and the psychology of child development
- 6 The structure and status of a profession
- 7 Mental measurement and the meritocratic ideal
- 8 The psychometric perspective
- 9 Psychologists as policy makers, 1924–1944
- 10 The measurement of merit anatomised
- 11 Equality and community versus merit
- 12 Egalitarianism triumphant
- 13 Cyril Burt and the politics of an academic reputation
- 14 Equality and human nature
- 15 The measurement of merit revived?
- 16 Conclusion
- Glossary
- Selective bibliography
- Index
Summary
Merit on the march
The meritocratic ideal commanded widespread support during post-war reconstruction. By imposing common burdens and demanding common sacrifices, the war stimulated demands for a more just social order, administered by the state, planned by a technocracy and dedicated to the ideal of fair shares for all. It quickened the pace of social mobility, breaking down class barriers and rewarding talent with opportunity. The RAF, for example, was increasingly open to men of ability. ‘The war saw the weakening of the public school influence,’ a Flight Lieutenant emphasised. ‘In the RAF technical and managerial ability was becoming more important than one's background. We had one man who had been the “Boots” in a public school and became a very respected flying officer.’ On the Home Front the war brought rapid promotion for many, as employers abandoned old prejudices for the sake of economic efficiency. ‘We were searching for talent, as were most factories. Trying to get people to take on a greater level of responsibility’, recalled a managing director in the engineering industry. ‘We were pulling them up all the time. Everybody felt wanted. There were promotion prospects. Able people who wouldn't have had the chance before came forward. Anybody who had the talent was used.’ The 1945 Labour victory confirmed the popular impression that British society was opening up to the talented. Of Labour MPs, 43 per cent had no formal education after the age of fourteen.
- Type
- Chapter
- Information
- Measuring the MindEducation and Psychology in England c.1860–c.1990, pp. 253 - 293Publisher: Cambridge University PressPrint publication year: 1994