By Ian Grosvenor, Catherine Burke
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Rapid and vast technological innovation brought with it the anger of unrest or the threat of revolution, and mass education was regarded as one means to avoid this. Initially, schooling for the masses came in all sorts of forms. In England, Sunday schools, an idea popularized first by Anglicans and then by Protestant dissenters in the last years of the eighteenth century, promoted basic literacy amongst workingclass children, but not writing: the former provided access to the Bible, but the latter risked promoting sedition.
In 1877 neighbouring buildings were purchased from a distillery company to accommodate growing pupil numbers. A Gymnasium school was added in the 1930s. The site was then developed to accommodate first a technical college and then a technical high school. In the 1980s the old technical college was renovated and the old grammar school building was later internally restructured to house spaces for dedicated subject teaching and two assembly halls. Pressure of numbers led to further buildings adjoining the school to be purchased and converted to educational use.
16 The monitorial system was modiﬁed under the inﬂuence of Samuel Wilderspin and David Stow in the 1820s and ’30s. Wilderspin was particularly concerned with the teaching of infant children. 17 This structural division of the school space enabled a new form of pedagogy to evolve, that of the ‘simultaneous method’, in which the master instructed all the children in the room at the same time. Wilderspin had pictures ﬁxed on poles in the schoolroom so that all the children could see them, but he also introduced a structural change into the schoolroom itself so that the simultaneous method could be employed: Whatever children can see excites their interest, and this led to the idea of grouping them together, to receive what are called ‘object lessons’.