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• W2893531196 abstract "A study of model school preparatory training institutes in mid-nineteenth-centuryIreland involves, by way of background, tracing government awareness of the need forregulation and training of teachers. This stemmed from concern that education - thenviewed as a powerful agent for either good or evil - be in the hands of those whoseloyalty was beyond question and who were capable of effectively imparting it. Thealarm with which the rapidly increasing number of ‘hedge’ schools was viewed by theauthorities and the degree of suspicion in which their teachers were held made this amost pressing matter. More immediately, this study seeks to examine the rationalebehind the favouring by the National Board of Education of the model school matrix forteacher training as developed by the Kildare Place Society, to detail the problems thathad to be addressed in order to put in place a country-wide network of model schools,and, primarily, to assess the impact of these schools as preparatory training institutes.From its inception in 1831 the Board was anxious to raise the standard of teaching andteacher in all schools connected with it. From the last quarter of the eighteenth century,government disquiet over the rising demand for elementary education and its perceivedpotential to destabilise society prompted the search for a regulatory body that wouldoversee the development of an extensive school network under an acceptable system oflocal management, offering a curriculum that would, on the one hand, satisfy thedemand of the masses, and, on the other, promote satisfaction with their lot. In thisscheme of things the role of the teacher was seen as crucial.Government confidence in the voluntary Kildare Place Society to superintend such anetwork proved to be misplaced. An illiberal stance on the part of a controlling elementwithin the Society led to a fuelling of religious suspicions. However, its successor, thegovernment appointed National Board of Education was quite happy to adopt much ofits underlying philosophy which drew heavily on the approach of Joseph Lancaster, toavail of the services of some of its personnel, and to build on its achievements. This wasparticularly the case with respect of the approach to teacher training to which the modelschool was regarded as indispensable.The very success of the national system quickly highlighted the inadequacies of theBoard’s early provision for training - a central residential training institute in Dublin forpractising teachers - and prompted the development of a country-wide network of modelschools with the aim of providing a preparatory course of training for candidateteachers. Lack of funds and the failure to establish the Board as a corporate entitydelayed the implementation of this objective until 1846. Over the next twenty years theestablishment of this network was influenced by a number of factors, both internal andexternal. Difficulties of a practical nature encountered by the Board from the outset,particularly its inability to control costs, meant that progress was much slower than wasoriginally planned. Gathering Roman Catholic clerical opposition, focusing on theBoard’s failure to provide a role in management for any but its own officers, eventuallydenied the model schools the support of many of its laity, and skewed their finalgeographical distribution towards Ulster and the larger urban areas outside of thatprovince.Candidate teachers in the model schools were either pupil teachers or paid monitors.The former were invariably males and boarded in the schools under the supervision ofthe headmasters. Paid monitors were predominantly females and resided in theneighbourhood of the schools. Those seeking selection for either office were expected tomeet exacting moral and academic requirements. The preparatory training programmereceived generous funding, was detailed in its content, and its impartation was closelymonitored. But its inherent imbalance - favouring the candidate’s academicadvancement over practical competence as a teacher - tended to undermine its veryfunction. This, when combined with the lowly status then accorded the national teacherand, from 1863, the hostile attitude of the Roman Catholic Church to all aspects of theBoard’s training programme, called into question not only the effectiveness of thepreparatory training but its very raison d 'etre." @default.
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• W2893531196 date "2003-11-01" @default.
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• W2893531196 title "Model schools - model teachers? The model schools and teacher training in nineteenth century Ireland" @default.
• W2893531196 hasPublicationYear "2003" @default.
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