Hostname: page-component-7479d7b7d-qs9v7 Total loading time: 0 Render date: 2024-07-10T15:18:29.493Z Has data issue: false hasContentIssue false
  • English
  • Français

Sir Michael E. Sadler and the Sociopolitical Analysis of Education

Published online by Cambridge University Press:  24 February 2017

Sol Cohen
Sol Cohen*
Affiliation:
University of California, Los Angeles
Get access Rights & Permissions [Opens in a new window]

Extract

The comparative study of educational movements … is not impractical, seeing that the intellectual and economic interests of the great nations are closely interwoven and that therefore a serious change to the educational equipment of any one of them is certain, sooner or later, to concern the rest.

The youthful practitioners of the youthful field of comparative education frequently display toward the past an attitude of let the dead bury the dead. It was salutary to see them reminded recendy of the work of Michael Sadler, Isaac Kandel, and Nicholas Hans. The work of these pioneers is more than a historical curiosity; much of it, especially the theoretical part, has a modern ring, a contemporary relevance. My own interest is in Michael Sadler as an invaluable guide to changes occurring in American public education at the turn of the century.

Type
Research Article
Information
History of Education Quarterly , Volume 7 , Issue 3 , Fall 1967 , pp. 281 - 294
Copyright
Copyright © 1967 by New York University 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Notes

1. Sadler, Michael “The Ferment in Education on the Continent and in America,” Proceedings of the British Academy, I (1903), 82.Google Scholar

2. Comparative Education Review, VII (February 1964), 217.Google Scholar

3. I am presently at work on a long article on “English Writers on the American Common Schools, 1865-1904.”Google Scholar

4. Three works on Sadler are currently available. Lynda Grier's competent Achievement in Education: The Work of Michael Ernest Sadler, 1885-1935 (London: Constable and Co., 1952) covers Sadler's educational labors in all their variety. J. H. Higginson, Sadler's Studies of American Education (Leeds: University of Leeds, Institute of Education, Monograph No. 1, 1955), is extremely sketchy and unsatisfactory. Finally there is the memoir, Michael Sadleir, Michael Ernest Sadler, 1861-1943: A Memoir By His Son (London: Constable and Co., 1949). For a future biographer there is the “Sadler Collection,” five boxes of Sadler memorabilia, in the Department of Special Collections, University Research Library, UCLA.CrossRefGoogle Scholar

5. Among the reports, the most valuable for this paper are Sadler's “The Unrest in Secondary Education in Germany and Elsewhere” in Education in Germany, Vol. IX, in Great Britain, Board of Education, Special Reports on Educational Subjects (London: Eyre and Spottiswoode, 1902), and “A Contrast Between German and American Ideals of Education,” in Education in the United States, Vol. XI, Part II in the Special Reports. As for Sadler's articles, the following are most important. “Some Points of Contrast in the Educational Situation in England and America,” Educational Review, XXIV (October 1902), 217-27; “Impressions of American Education,” Educational Review, XXV (March 1903), 217-31; “The Ferment in Education on the Continent and in America,” Proceedings of the British Academy, I (1903-1904), 81-93; “The School in Its Relation to Social Organization and to National Life,” Educational Review, XXVIII (November 1904), 361-77; “The School in Some of Its Relations to Social Organization and to National Life,” Educational Review, XXIX (April 1905), 338-41 (this is a slightly different version of the article that appeared in the Educational Review in November 1904); and How Far Can We Learn Anything of Practical Value from the Study of Foreign Systems of Education [Guildford] [1900], reprinted in Comparative Education Review, VII (February 1964), 307-14, as “Study of Foreign Systems of Education.” (Hereafter referred to by the shorter title.)Google Scholar

6. “The Unrest in Secondary Education in Germany and Elsewhere,” p. 23; “Study of Foreign Systems of Education,” p. 308; “The School in Its Relation to Social Organization and to National Life,” pp. 362-64.Google Scholar

7. “The Unrest in Secondary Education in Germany and Elsewhere,” IX-X, i ff.; “A Contrast Between German and American Ideals of Education,” p. 433; “The Ferment in Education on the Continent and in America,” pp. 91-92; “Study of Foreign Systems of Education,” pp. 309-10.Google Scholar

8. From a note by Sadler found among his papers after his death and quoted in Grier, op. cit., pp. xxi.Google Scholar

9. Heindel, Richard H. The American Impact on Great Britain, 1898-1914 (Philadelphia: University of Pennsylvania Press, 1940), pp. 138–39, and ch. VII; Herman Ausubel, In Hard Times: Reformers Among the Late Victorians (New York: Columbia University Press, 1960), pp. 29 ff., 200-2; Harry Cranbrook Allen, The Anglo-Saxon Relationship Since 1783 (London: Adam and Charles Black, 1959), pp. 27 ff., 110; Helen M. Lynd, England in the Eighteen-Eighties: Toward a Social Basis for Freedom (London: Oxford University Press, 1945), p. 357.Google Scholar

10. “The Unrest in Secondary Education in Germany and Elsewhere,” pp. 4-6, 130,134-35, 160-62, and passim: “The Ferment in Education on the Continent and in America,” p. 81. Europe, Sadler wrote in 1902, is filled with apprehension at the rapid economic development of America. And American educational improvements were forcing Europe's hand.Google Scholar

11. “Study of Foreign Systems of Education,” p. 310.Google Scholar

12. “The Ferment in Education on the Continent and in America,” p. 81.Google Scholar

13. “The School in Its Relation to Social Organization and to National Life,” pp. 365-66; “The Trend Towards Industrial Training in Continuation Schools in New England,” in Sadler, Michael E. (ed.), Continuation Schools in England and Elsewhere (Manchester: University of Manchester Press, 1908), pp. 670-72; Michael E. Sadler, Our Public Elementary Schools (London: Thornton Butterworth, Ltd., 1926), pp. 10 ff.Google Scholar

14. “The School in Some of Its Relations to Social Organization and to National Life,” p. 338; “The Trend Towards Industrial Training in Continuation Schools in New England,” p. 672.Google Scholar

15. “The School in Its Relation to Social Organization and to National Life,” p. 366; ‘The Trend Towards Industrial Training in Continuation Schools in New England,” p. 671.Google Scholar

16. “The School in Some of Its Relations to Social Organization and to National Life,” p. 338; Our Public Elementary Schools, pp. 24-25, 27; “Introduction,” in Sadler, Michael E. (ed.), Moral Instruction and Training in Schools (2 vols., London: Longmans, Green, and Co., 1909), Vol. I.Google Scholar

17. “The School in Some of Its Relations to Social Organization and to National Life,” p. 340; Our Public Elementary Schools, p. 27; “The School in Its Relation to Social Organization and to National Life,” p. 366; Moral Instruction and Training in Schools, p. xxiv.Google Scholar

18. “The School in Its Relation to Social Organization and to National Life,” pp. 375-76; “The Trend Towards Industrial Training in Continuation Schools in New England,” p. 671; “The Education of the Coloured Race,” pp. 559-60.Google Scholar

19. “Study of Foreign Systems of Education,” p. 310; National Education Association, “The English Ideal of Education and Its Debt to America,” Journal of Proceedings and Addresses, 1902, p. 75.Google Scholar

20. “The Unrest in Secondary Education in Germany and Elsewhere,” pp. 128 ff.; “Impressions of American Education,” p. 231.Google Scholar

21. “Impressions of American Education,” p. 219.Google Scholar

22. “Some Points of Contrast in the Educational Situation in England and America,” p. 222; “The Unrest in Secondary Education in Germany and Elsewhere,” p. 19; “Impressions of American Education,” p. 220; “A Contrast Between German and American Ideals of Education,” p. 433; “Study of Foreign Systems of Education,” p. 309.Google Scholar

23. “A Contrast Between German and American Ideals of Education,” p. 433; “The Unrest in Secondary Education in Germany and Elsewhere,” p. 131; “Impressions of American Education,” pp. 220-22; “The Ferment in Education on the Continent and in America,” p. 85.Google Scholar

24. “Impressions of American Education,” pp. 219 ff.Google Scholar

25. Ibid., p. 220; “The Unrest in Secondary Education in Germany and Elsewhere,” pp. 20-22; “Some Points of Contrast in the Educational Situation in England and America,” p. 224; Our Public Elementary Schools, pp. 27-29.Google Scholar

26. “Impressions of American Education,” p. 222; “The Unrest in Secondary Education in Germany and Elsewhere,” p. 159; “The Ferment in Education on the Continent and in America,” p. 88.Google Scholar

27. “The Unrest in Secondary Education in Germany and Elsewhere,” pp. 156 ff.Google Scholar

28. “Impressions of American Education,” p. 222; “The Ferment in Education on the Continent and in America,” p. 89.Google Scholar

29. “The School in Its Relation to Social Organization and to National Life,” pp. 362, 366-67; “Some Points of Contrast in the Educational Situation in England and America,” p. 224.Google Scholar

30. “Some Points of Contrast in the Educational Situation in England and America,” p. 227; “The Scholarship System in England to 1890 and Some of Its Developments,” in Michael E. Sadler, et al, Essays on Examinations (London: Macmillan and Co., 1936), pp. 2-3. See also Sadler's The Outlook in Secondary Education (New York: Teachers College, Columbia University, 1930).Google Scholar