Hi everyone,
How does everyone feel now that the presentation is over. I found it really nerve racking, despite all the work we had done I still felt unprepared.
That said, I felt I have learnt alot, particularly about the time and place of Jack the Ripper. Through that information I can imagine the hell of the poor in Victorian London, and how much life has changed for the 'Joe Bloggs' of society. Jack the Ripper caused questions to be asked then and I think reflecting on the events and their surroundings can cause us to assess life today.
An example of this - in the 1980's I worked in a geriatric hospital called St Edmunds, in Northampton. I can remember the distress of some of the people that were admitted there, either from home or from the wards of the general hospital (infact the staff used to dread telling the over 60's that they were going to St Edmunds, they used to swear that it killed them off). Why? well it used to be the old workhouse. I didn't relise at the time that most of the patients, probably all of them, remebered this. To them it was a fearful and shameful place. One that reflected your inability to look after yourself and your family. Perhaps had i known then what I known now I would have done less eye rolling and sighing.
Is it important or relevent? well if Jack the Ripper existed because of the times, the technology, the politics etc. If his existence can be tied into certain events that created a unique moment, then we may be able to stand back and review our world now and look to see which events are occurring that may create thos unique moments when apparently seperate and disparate events collide to create the 'perfect' time for an event. Good or bad, small or large, beneficial or devastating. Perhaps in recognising the cusp when all things collude to create those moments we can adjust our attitudes and our outlook to accomodate them.
If we put to much distance between subjects then the connections are not made. The sociological history of victorian is linked to the technological history, which in turn is linked to scientific history, Which I think is the point that we hoped to make. One did not happen without the other.
I gained, not just a knowledge but an understanding through this presentation...so although it was scary, the process was really useful. I hope that I can use that in the coming semester.
Thanks everyone
Polly X
Pauline
Thursday, 13 December 2007
Wednesday, 12 December 2007
Victorian education
In 1860, 20 years before the ripper murders, the government began to take interest in secondary school eduction in England and Wales.
In 1861 a Royal commission under Lord Clarendon was appointed to inquire into the opening of nine schools, classified as public schools.
This was followed on by a second commission by Lord Tauton which inquired inquired into grammar schools and secondary schools.
The two commissions were the first evidence for classical education in Victorian Britain.
Grammar schools had ceased to play any important part in the life of the country, so pupils attending these schools were not awear of the white chapel murders, due to the luck of general knowledge as part of an education system.
Despite, the luck of technology, pupils were to attend school and return to there domes or return home to house work.
The education consisted of, conventional teaching fro out of date grammar books.
Only boys were expected to attend and , any if a few boys, would get anything out of the classical education, which was all that was provided.
The highest class read aloud the begging of Latin grammar without having known the meaning, just to satisfy the founders.
The main universities at the time were, Oxford and Cambridge...
Students learnt that a degree was not only for private ambition, but also for public good.
Victorian educators advocated to pupils that, high places were reserved for the educated to fulfil the duties of leadership.
This enables students to find justification through good works, of history of Europe, philosophy and languages, which were the main literacy.
History promised to cultivate the best qualities for those who studied it, the subject recorded, that the selfish suffered and lost.
This illustrated that educated people were the borgoursie of the eighteenth century and the poor always suffered because, they were force to do labour jobs, or prostitution.
The twenty first century, saw a different approach to education, students are given a curriculum that explores all aspects of society whether it is history or sociology.
The Victorians were in small societies, that were reserved and never rejoiced or spoke of things ad quaint from society, for example murder.
Today society is bombarded with so much information that everything is worth studying.
The governmenthave introduced a video conference for students at key stage 4, between the age of 13 - 14 years old.
The conference is designed for students on the Edxcelle GCSE course work option, 'jack the ripper'.
The study consists of a study of original correspondence take from the metrotian police letter books and jack the ripper letters, held at national archives.
students are to investigate why the police didn't catch the murderer.
http://www.learnigcurve.govuk/workshops/jacktheripper.htm learn more about thr ripper conference for GCSE students.
http://www.victorianweb.org/history/education/london
additional imformation on vi
ctroian education.
In 1861 a Royal commission under Lord Clarendon was appointed to inquire into the opening of nine schools, classified as public schools.
This was followed on by a second commission by Lord Tauton which inquired inquired into grammar schools and secondary schools.
The two commissions were the first evidence for classical education in Victorian Britain.
Grammar schools had ceased to play any important part in the life of the country, so pupils attending these schools were not awear of the white chapel murders, due to the luck of general knowledge as part of an education system.
Despite, the luck of technology, pupils were to attend school and return to there domes or return home to house work.
The education consisted of, conventional teaching fro out of date grammar books.
Only boys were expected to attend and , any if a few boys, would get anything out of the classical education, which was all that was provided.
The highest class read aloud the begging of Latin grammar without having known the meaning, just to satisfy the founders.
The main universities at the time were, Oxford and Cambridge...
Students learnt that a degree was not only for private ambition, but also for public good.
Victorian educators advocated to pupils that, high places were reserved for the educated to fulfil the duties of leadership.
This enables students to find justification through good works, of history of Europe, philosophy and languages, which were the main literacy.
History promised to cultivate the best qualities for those who studied it, the subject recorded, that the selfish suffered and lost.
This illustrated that educated people were the borgoursie of the eighteenth century and the poor always suffered because, they were force to do labour jobs, or prostitution.
The twenty first century, saw a different approach to education, students are given a curriculum that explores all aspects of society whether it is history or sociology.
The Victorians were in small societies, that were reserved and never rejoiced or spoke of things ad quaint from society, for example murder.
Today society is bombarded with so much information that everything is worth studying.
The governmenthave introduced a video conference for students at key stage 4, between the age of 13 - 14 years old.
The conference is designed for students on the Edxcelle GCSE course work option, 'jack the ripper'.
The study consists of a study of original correspondence take from the metrotian police letter books and jack the ripper letters, held at national archives.
students are to investigate why the police didn't catch the murderer.
http://www.learnigcurve.govuk/workshops/jacktheripper.htm learn more about thr ripper conference for GCSE students.
http://www.victorianweb.org/history/education/london
additional imformation on vi
ctroian education. posted by Barbara namulondo, aka jack the rippest x
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