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The final years of the nineteenth century were an important period in the development of the English educational system as the legislation and reforms formed the foundations of the present system. The last occupant of the office of Vice-President of the Committee of Council on Education, Sir John Gorst (1835-1916), was involved with many of these measures. He had been actively involved in the promotion of reforms in education and child welfare since his stay in New Zealand in 1860-3, and continued this interest and work after he lost office in 1902. Membership of the Fourth Party in 1880-4 ensured prominence for his early parliamentary career but as time passed his characteristically forthright manner and progressive ideas earned him the hostility of the Conservative party leaders but the approbation of the social reformers. Gorst has, however, been curiously neglected by historians of education and there has as yet been no detailed study of his career. This thesis is an attempt to fill this gap by describing and evaluating his work, and whilst the main part of the thesis is concerned with Gorst's efforts and achievements during the period 1895-1906, attention is also paid to his earlier career and his various roles connected with improving the quality of the educational provision for the children of the nation.

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This thesis attempts to study the effect on Moslem life in general, and Arab countries in particular, of the European influence in its several aspects, especially viewed in education. For this purpose the thesis is divided into three main parts, having for their subject: the study of the background, the study of the relations between Europe and Islam, and the impact on education. Part I is devoted to the examination of the cultural and educational background of Islamic life and is sub-divided into the following chapters: I. Definition-of-terms: in which the exact connotation of the terms Islamic and Arabic is defined. II. Islam: its tenets and cultural content. III. Islamic Society - its composition and features. IV. Moslem Education: its origins, development, traditions and practices. Part 2, which deals with the history of the relations between the World of Islam and Europe, has for object the study of those contacts with a view to finding out whether they were such as to lead to an ensuing of influences from Europe to Islam and at which period that had the greatest opportunity to operate. It also sought to depict the nature of this influence in the light of the circumstances and the effect that had on Moslem life. This part is sub-divided into the following chapters: I. The Early Contacts in the Middle Ages. II. The Sixteenth Century: The Beginning of Trade Pacts and closer relations. III: The Nineteenth Century: The century in which European influence had its widest chance to bear on Moslem life politically, socially, economically and culturally. IV. The Two Worlds Compared: Islamic and European Society in the 19th century. V. Reaction and Responses - The effect on Moslem life. Part 3, The Impact on Education. This part reviews and discusses the several educational activities set afoot under the influence of Europe, the nature of their conception, the aims of their institution and development as well as the effect Europeanization had on the traditional systems of education. It duals with this subject in the following chapters: I. The Place of Education in the influences, and what primary objects it served. II. The Early Educational reforms: Modern Educational beginnings in Turkey and Egypt. III. Education under Foreign Control: i. The prototypes of British and French policies in India and Algeria. ii. British Educational Policies in Egypt, Iraq, and Palestine. iii. French Educational Policies in Syria and the Lebanon. IV. The Present Picture: The Return of Native Control.

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Our thesis is concerned with the process of course innovation and Development in technical education within the area of the London County Council During the period 1918-39. Although essential, an historical study, the Thesis is intended to be of value in a consideration of future development in Technical education, and in particular in the study of the relationship between Curriculum management and manpower planning. The first part of our thesis describes the institutional structure of the principal sectors of technical education in London and outlines the Type of courses that were available and their general progress during the Interwar years. The second part of our thesis seeks to analyse the background to course innovation and to assess why certain courses were successful and why others were comparative failures. Since the topic is potentially so vast, our thesis has been limited to an identification of major factors, rather than a detailed consideration of each one. Our analysis shows the process of course innovation and development in technical education to have been a highly complex interaction of forces in which the other aspects of the educational structure, including administrative as well as teach1ng institutions, played a vital role. Emphasis has been given to the influence of senior administrative officers within the local I education authority framework. Special mention has been made of the work of the Board of Education and of the limitations of the Board in tailing to establish definite guidelines for course development in technical education. Important factors outside the educational structure have also been considered, including the attitudes of parents and business management to formal technical training.

The education of the intellectual elite of the eighteenth century. The eighteenth century has been neglected in studies of the history of English education. The great pioneers of this field, Leach and Foster-Watson concentrated their efforts upon the sixteenth and seventeenth centuries. Their work, supplemented by the monumental researches of Jordan, provided the factual basis for later interpretations of the educational trends in England before 1660. However little of their writings concerned the eighteenth century and no other scholar of the same stature repaired this omission. There were indeed specialist studies of certain facets of education between 1660 and 1800. The dissenting academies were described in some detail, by Parker and McLachlan, the charity schools found their historiographer in Miss Jones, and eighteenth century. Cambridge was lovingly delineated by Winstanley. The rise of the public schools was examined by E. C. Mack. The education available for women was discussed by Miss Gardiner. A few unpublished theses also dealt with eighteenth century aspects of education. Little however was written until very recently about endowed or private schools, although these were numerically far more important.