The Standard Educational Framework

Running Head: SOCIOLOGY
Subject Topic - SOCIOLOGY
Name of the Student
Name of the University

SOCIOLOGY 1
Introduction
England in the nineteenth century was backward towards enabling provision to the citizens with
fundamental skills. The Education Act of the year 1870 set the standard regarding
the schooling and the education framework. Drafted by William Foster, this act of 1870
was commonly known as the Foster’s Education Act that codified
and acknowledged the responsibility of the elementary school towards a
universal education instruction (Jackson 1997). The act of the year 1870 established
local education with the definition of powers followed by the authorization of the public money
for the target of improving the existing rate of schools. The thesis statement of
the essay argues over the introduction of the system of education as well as the involvement of
the state in the system of education after the year 1870.
Discussion
Education system before the time of 1870 and the Education Act was subjected to
many restrictions and barriers. Before the 1870 era, the opportunities within
the system of education varied depending on the race location, social class,
and gender. The state did not involve in the educational system before 1870 due to
the stratification of the social class. According to Boos (2016), Education system was highly
stratified by hierarch and class, together with the sectarian competition of religion, pervasive
child labor and the reluctance towards levying taxes for the schools were some of
the major factors that delayed the systematic provision as well as the state involvement
to impart elementary education before 1870 . After the era of 1870, the state got involved in
the development of schools and educational institutions together with the appointment of

SOCIOLOGY 2
literature teachers towards enabling education as compulsory and fundamental for all
the class (Meyer, Ramirez and Soysal 1992). The system of education before 1870 showcased
how the upper class had zero interest in the cultural development for
the working class. According to
their perspective, striving for affording education implemented character building. On the other
hand, the working class was very reluctant for education which was followed by the religious
conflict. Before the intervention of the state in the educational system, the church did not want
to lose their power and influence over the system of education.
The social context of the economy and church had an essential impact on the
changing educational system of 1870. According to research studies, the era showcased a power
struggle among three groups, mainly the aristocracy or the upper class, the industrial bourgeoisie
or the middle class and the proletariat or the worker class. These struggles showcased an
enormous rate of growing inequality and social change that contributed to the time of unrest as
well as the fear of the revolution for the state (Musson 1976). The state was at the point of
the implementation of the Laissez-fairere approach which justifies the belief of the non-
involvement of the government or the state for the economy to run at its best (Taylor
1972). The economy during the time viewed a growing challenge within
the church which illustrated the division among protestants, the church of England
and people having no role for the educational
religion. Towards understanding and analyzing the social context aftermath of 1870,
it is to note that the beginning of the 19th century viewed the time related to an enormous change
in the economy followed by the rising rate of the inequality within the social and the social class
(Bilton et al. 1996).

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The time witnessed the great industrial revolution followed by the replacement of the feudal
system with the capitalist system.
According to Bartlett and Burton (2016), the Education Reform Act in
1870 helped in bringing the state-
sponsored public education system which furthermore included curriculum of the state and the
local property tax for financing the public education. It was designed for legislating the
subsidized fundamental education for all within the age of 13.
According to Green (1990), by the end of 1870, the majority of the stated had the access to
the free and basic elementary educational institution, thereby enabling the state to boast
the highest rate of literacy at the time. Numerous of the public, as well as private institutions,
flourished in the towns across the entire country. By the end of the 1880s, the rate and
the number of public secondary schools started to outnumber the private ones. After
the revolution, major emphasis was given over education specifically at the northern states that
rapidly established the system of education. By the end of 1870. Every state had free elementary
schools and institutions basting the highest rate of literacy. The public schools developed at the
earliest were the common schools that aimed to serve all the individuals irrespective of
the religions and social class.
As per , Owen (1870), the elementary education act of 1870 can be recognized as the first of the
several numbers of the parliamentary acts passed between 1870 and 1893 for the creation of
compulsory education in Wales and Education for all the community classes both directly and
indirectly. This elementary education act was named after William
Foster. The act brought in force several policies. These include mandatory inspection by the

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local education boards for ensuring sufficient places, provision of the children among the ages 5
to 13 by the elementary education board and enabling public funding to the schools.
The act furthermore highlighted the fact that religious teaching should be non-denominational
with the provision of withdrawing children form religious education. Finally, it
is also important for the schools to get regularly inspected for the maintenance of a
proper educational standard (Simon 1965). However,
Foster's act encountered several challenges while effective implementation. The area specifically
that caused controversy includes the provision towards religious education as well as
the context of the public subsidy.
The aim of the education act of 1870 was very much limited in terms of the provision and
enabling primary education for working-class people. The act did not aim to
eradicate inequality. It is to note that employers required workers who represent literature as well
as obedient and hence this act was being developed in terms to fulfill the criteria (Simon
1960). The act of 1870, furthermore did not establish education a compulsory factor or free for
the working class. However, the implementation of the educational act showcased rising social
changes and increasing inequality within society. It witnessed how to union
members supported the context of socialism. Arguments related to the state education law can
be illustrated in a major drawback context where the child labor who was restricted due to the
factory acts, engaged themselves in social unrest and crime (Green 1990). The economy as
a whole witnessed the decline of the manufacturing and the commercial industry with the other
nations of Europe. The working-class people questioned the context of revolution. There
has been a constant fear of illiterate democracy. The development of the education law had a

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voluntary effort to school where the charities and the church were not able to cope with
the transfer of power from them to the state regarding the system of education.
The introduction of the state education in the year1870 affected in several ways, regarding
the view of people towards the position of children in society. The
Foster education act made the education of the state critical
for taking out the children from child laborers and early employment.
The children were in burden since most of the working-class families complained of not having
enough money due to the children not working (Donald 1983). However, this act signified the
general acceptance leading the school to be paid from the state taxations by resulting in a link or
a connection aiming the system of education and the state which exists today.
While the act was introduced towards the economical benefit, the children of the working class
were aimed to be trained and educated for the benefit of the workforce of the economy and
the nation which in turn will lead to a maintenance of a global position.
Conclusion
Thus it can be summarized from the above that the 1870 act seems to be a milestone in
the field of education. It is viewed as the aftermath of the revolution and the struggle and as
a gift of educating the children belong to
the working class. Foster's act enabled the opportunity for an elementary place of school for
every child.one of the major critiques of this act of 1870 was that it presented the capitalist
system within the society. Education was not compulsory or free for
working class. The act aimed to establish a link among the system of education and the economy,
thereby implementing a cost-effective education procedure for competing with other countries.

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Reference
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Donald, J., 1983. How illiteracy became a problem (and literacy stopped being one). Journal of
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Green, A., 1990. Education and State Formation: The Rise of Education Systems in England.
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Meyer, J.W., Ramirez, F.O. and Soysal, Y.N., 1992. World expansion of mass education, 1870-
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Musson, A.E., 1976. Class struggle and the labour aristocracy, 1830–60.
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Simon, B., 1960. The Two Nations and the Educational Structure 1780-1870: 1964-1991 End
Games and New Times. Lawrence & Wishart.
Simon, B., 1965. Education and the Labour Movement 1870-1920. Lawrence & Wishart.

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