01781    a2200301   4500001001100000005001700011008003900028020001800067037003600085040000700121041000800128072001600136072001500152072001400167072001400181072001500195072001400210072002100224072002300245100002000268245008500288250000600373260003200379300001000411520102300421700002001444999001501464113886815920250317100415.0250312042015GB                   eng    a9781138868151  bTaylor & FranciscGBP 46.99fBB  a01  aeng7 aNHTB2thema7 aNHD2thema7 a3M2bisac7 aHBTB2bic7 aHBJD12bic7 a3J2bisac7 aHIS0000002bisac7 a373.42090342bisac1 aProf John Roach10aSecondary Education in England 1870-1902bPublic Activity and Private Enterprise  a1  aOxfordbRoutledgec20150427  a296 p  bIn this comprehensive and extensively researched history, John Roach argues for a reassessment of the relative importance of State regulation and private provision. Although the public schools enjoyed their greatest prestige during this period, in terms of educational reform and progress their importance has been exaggerated. The role of the public school, he suggests, was social rather than academic, and as such their power and influence is to be interpreted principally in relation to the growth of new social elites, the concept of public service and the needs of the empire for a bureaucratic ruling class. Only in the modern progressive movement, launched by Cecil Reddie, and the private provision for young women, was lasting progress made. Even before the 1902 Education Act however the State had spent much time and effort regulating and reforming the old educational endowments, and it is in these initiatives that the foundations for the public provision of secondary educational reform are to be found.1 aJohn Roach4A01  c2834d2834