19세기 영국 노동계급과 교육 = The Working Class and Education in Nineteenth-Century Britain

다국어 초록 (Multilingual Abstract)

Education in many countries today is offered as a continuous process in which the students, in accordance with their ages, go through the three successive stages of learning-rimary, secondary, and higher education.
Primary and secondary education, in particular, is provided as a compulsory and mostly free, social service in the advanced nations. This, however, is something relatively new which took concrete shape only after the Second World War.
Britain was no exception.
From the late eighteenth century, education in Britain as the first industrial nation, was critical to economic efficiency and social stability. To educate the working class that constituted the absolute majority of the population, attracted a good deal of attention from many quarters, but the institutional framework with which to educate them methodically and effectively was very slow to evolve.
As the further industrialization heightened the need to mould and produce an efficient workforce, the so-called '3 Rs'-reading, writing and arithmetic-became the essential skill and ability that the children of the working class should obtain. In addition, emphasis was also placed on the deference to authority and healthy work ethics as basic qualities that had to be taught to the workers.
Although it was in the 1830s that the British state, through grants to some of the existing schools, for the first time showed its serious interest in the primary education of the working class children, it took a much more time for an institution of free, compulsory education to emerge and to be implemented.
Through the Education Act of 1870 and the ensuing legislation and governmental measures, compulsory primary education free of charge finally came to be in place with the Fisher's Education Act of 1918. At the heart of this process lay the central institutions of nineteenth-century elementary education-Sunday school, dame school, voluntary school and Board school,which, with all their peculiarities and defects, played an important role in providing the great majority of the Britain's young generation with a basic intellectual tool that an industrial society needed.

국문 초록 (Abstract)

오늘날 많은 국가에서 교육은 학생의 연령에 따라 초등, 중등, 고등의 연속적 과정으로 실시되고 있으며, 선진국에서는 초등교육과 중등교육이 의무적으로 그리고대부분 무상으로 실시되고 있다. 그러나 이러한 국가 주도의 삼 단계적 과정으로서의 교육은 이차대전 이후에 와서 확실한 모습을 갖추게 된 비교적 새로운 것이었다. 영국도 예외는 아니었다.
역사상 첫 산업화를 이룬 영국에서 교육은 18세기말 이래로 경제효율과 사회안정에 긴요했다. 사회구성원의 절대다수를 차지한 노동자들, 특히 노동자들의 자식을교육하는 문제는 많은 사람들의 관심사였지만, 이들을 체계적이고 효율적으로 교육하는 제도적 틀은 매우 점진적으로 진화했다.
산업화의 진전과 더불어 효율적 노동인력의 양성이 필요해짐에 따라 이른바 ‘3Rs’--읽기, 쓰기, 셈하기--가 노동계급 아동들이 터득해야 할 기본적 능력과 기술로 요구됐다. 이와 더불어 권위에 대한 복종심과 건전한 작업윤리도 노동자에게 교육돼야 할 기본적 소양으로 중시됐다. 영국에서 이러한 노동계급의 기초교육에 국가가 본격적으로 관심을 보인 것은 1830년대에 기존 학교에 국가보조금을 주면서비롯됐으나, 초등교육이 의무적으로 그리고 무상으로 실시되게 되는 데는 꽤 많은시간이 걸렸다. 1870년의 교육법과 뒤이은 여러 조치와 입법에 의해 1918년이 되어서야 완전한 의미의 무상의무 초등교육이 실시되게 됐다. 19세기 영국에서는 사회와 국가의 필요에 따라 초등교육의 의무화와 무상화를 이루려는 노력이 경주됐고,20세기의 전환기에 오면, 많은 한계와 어려움에도 불구하고, 그러한 목표는 대체로이루어졌다. 이 과정의 중심에는 19세기 영국 노동계급 초등교육의 핵심 기관들인일요학교, 부인학교, 자원학교, 위원회학교가 자리하고 있었으며, 이들은 나름대로의특징과 한계를 가진 채, 영국의 대다수 어린이들에게 산업사회가 요구하는 기본적인 지적 도구를 갖추게 해주는 중요한 역할을 했다.

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