July, 2020

Partly out of a sense that I don’t know enough about the origins and history of my subject and a desire to clarify what it is I believe an English teacher should be, I’ve just finished a detailed reading of Margaret Mathieson’s Preachers of Culture. Preachers of Culture: A Study of English and Its Teachers, published in 1975, charts the development of English as a school subject and the construction of its “diffuse” ideology. It’s a fascinating read and provides a valuable account of the differing attitudes towards English as a subject. Mathieson explains the origins of English from basic…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 14 – Interest and Enjoyment: Teachers and Pupils The final chapter of the book considers the role of pupil engagement and classroom relationships in contemporary (1975) approaches to English teaching (particularly in areas of creative writing, use of media and oral discussion). Peter Abbs – English for Diversity – asks why English fails to be taught “freely, honestly, joyously”? Quotes Edward Blishen (1971): “There must surely be some such explanation. The flow of books cry­ing for a new approach to English teaching never ceases: yet the dark fortress of…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 13 – The English Teacher’s Role: Strain and Conflict In this chapter English is presented as placing its teachers into stressful and vulnerable roles due to its diffuse nature and conflicting ideologies. Mathieson: “This chapter suggests that progressive English teachers are likely to experience strains and tensions that are more severe than those felt by other members of staff.” Gerald Grace – Role Conflict and the Teacher – “Grace’s research showed that the greatest pro­fessional confidence, that is the least role conflict, existed in those teachers whose aims were…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 12 – Social and Academic Background of Teachers This chapter examines the social background of English teachers and the impact this had on the ideology of the profession. English teachers have historically been drawn from working class and lower-middle classes with lower academic attainment and a restricted cultural knowledge. This has been unhelpful in promoting sufficient professional confidence and emphasised personal rather than academic excellence. Creative teaching: Cecil Reddie at Abbotsholme Caldwell Cook at Perse School Contributors to Newbolt Report seemed puzzled by inability of teachers to be transformed…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 11 – Changing Views of the Good English Teacher This chapter considers the different qualities which have been demanded of English teachers. Mathieson argues that the development of English teaching from basic skills into Literature, creativity, growth through linguistic competence and socio-linguistic engagement with personal and social problems the definition of a “good” English teacher has turned towards individual personality. Mathieson: “This book has tried to show that specially high optimism has been invested in English as the subject most likely to achieve desirable results. It has, throughout its…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 10 – Socio-Linguistics: English and Social Justice This chapter presents the recent (from 1970s perspective) high value placed on children’s oral participation and its link with the sense of social justice and the relativism of modern linguistics. The teaching of “oracy” is presented as being akin to developing children’s personal development and social competence. Recent enthusiasm for encouragement of children’s classroom talk has origins in progressive theories (particularly value of child-directed learning), Cambridge School has opposed passivity by giving support to personal engagement. 1944 Education Act and move towards…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 9 – F.R. Leavis and Cambridge English This chapter presents the influence of F.R. Leavis, I.A. Richards and the Cambridge School on English teaching in university and schools. Like the progressives, they distrusted industrialism and believed that society’s quality of life was at stake. They particularly disparaged cinema, television and the cheap press. The teachers they required were to be “warriors” who would cultivate a critical discrimination in children. For Leavis and Richards, critical skills were a form of morality and would save culture (and society). Leavis tightened the…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 8 – Progressive Theories Since the 1920s This chapter discusses the burden placed upon English teachers by progressive educationalists. The responsibility for reviving a genuine folk culture was added to the Newbolt Committee’s demands for a liberal education for all. Acceptance of progressive theories – which emphasised children as artists – was added to the developing ideology of English. Educational innovators were few in Britain and identified with small eccentric schools or low-status infant and junior stages. R.J.W. Selleck in English Primary Education and the Progressives 1914-1939 (1972). Progressives’…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 7 – Anti-industrialism: The Claims for Literature and Creativity This chapter argues that current (1970s) definitions of English in schools have been influenced greatly by the anti-industrial tradition in literature and literary criticism. The belief in an idealised rural past which was superior to the urban present encouraged educators to seek opportunities in the school curriculum to compensate for this loss (of a fulfilling organic agricultural life). Influential writers and critics viewed modern life with increasing hostility. The burden of enabling a sense of personal fulfilment through creativity was…

Notes from The Preachers of Culture by Margaret Mathieson (1975) Chapter 6 – The Newbolt Report and English for the English This Chapter presents the 1921 Newbolt Report‘s dissatisfaction with the classical curriculum and its failure to “humanise” more than a privileged few. The Report and George Sampson’s English for the English strengthened the idea that English in schools had the unique power to improve character and change society. Both the Newbolt committee and Sampson saw liberal culture, self-development through art and the native language as being provided for the whole nation through English. It was made clear that English…