1. History and Citizenship Training in Co-operative Education, 1900 - 1939 Keith Vernon University of Central Lancashire

2. Education for Co-operation Tradition of education within the movement A ‘sense of the past’ – Holyoake – Jubilee histories Late C19 expansion of co-operative education The place of history in co-operative curricula – An alternative form of historical education?

3. Education and the co-operative movement Tradition of education – Rochdale Pioneers – Working-class self / mutual education More in principle than practice? – Many societies did little or no education – Social / propaganda activities included under education

4. Late C19 – new drive for education 1880s / 90s – National educational structures – Director of Education - F. W. Hall – Education Department at Holyoake House Early Twentieth century – Programmes of education Education in co-operation Employee education

5. Education for Co-operation ‘The objects of Co-operative Education are, primarily, the formation of co-operative character and opinion by teaching the history, theory and principles of the movement, with economics and industrial and constitutional history in so far as they have bearing on Co-operation; and, secondarily, though not necessarily of less import, the training of men and women to take part in industrial and social reforms and civic life generally.’

6. Educational Programme 1910 Junior classes in co-operation – Section I10 - 12 – Section II12 - 14 – Section III14 - 16 Intermediate classes Adult classes in co-operation – Stage IPreliminary – Stage II Elementary – Stage III Advanced

7. The Place of the Past Junior classes in co-operation 1910 – ‘The condition of the industrial classes at the beginning of the last century, and the story of the Pioneers, should be made the subject of a series of graphic picture lessons...’

8. The Place of the Past Junior classes in co-operation 1910 – Social and industrial conditions of England in the C18 – Law in those days – Its severity – Its injustice – Lives of Owen and Shaftesbury – No trade unions – Towns grew – Land was Stolen – Meeting of the Rochdale Pioneers – Aims and Purpose – Further developments and new work leading to ideal - Brotherhood

9. A Short Test Junior Co-operation (1910) Section III – How did the Working classes a) Live, b) Work before the factories? – Why did the Rochdale Pioneers start a Co- operative Store? Write a short account of the opening night

10. Test – Part 2 Adult co-operation (1910) Advanced – Why did the Rochdale Pioneers succeed where others before them had failed? To what extent have the ideas of the Rochdale Pioneers been realised in the history of Industrial Co-operation in the United Kingdom?

11. Educational Programme 1910 Industrial History Citizenship Economics

12. Test – final part Industrial History (1910) Advanced – It has been said that the Black Death brought about a ‘revolution’ in the rural districts of England. Show that this was the case. – What were the notable economic changes which occurred in Tudor times? Answers on a post-card

13. Educational Programme 1930 Junior Classes - 3 grades Intermediate – Course ABiographical – Course BHistorical – Course CCo-op and industrial history – Course DCo-op through the ages Senior Grade Industrial History History of Industrial Revolution

14. Teaching Methods Detailed curricula with set textbooks Exhortation not to follow textbook Suggestions for engaging juniors – Small classes, visual material, trips, songs Role of examinations

15. Numbers, 1930-31 ClassNumber of classes Number enrolled Entered for examination Junior72825,0227,450 IntermediateCourse A38948} Course B25544} 1591 Course C1013,016} Senior851,644 +3141,302 Industrial History 11157 + 871 Industrial Revolution 29 + 111

16. Scale and significance Co-op education School History Junior classes 25,000 enrolled 7,450 examined School certificate 50,000 examined 25,000 pass Intermed. classes 4,500 enrolled 1,591 examined Higher School cert. 1127 examined 862 pass

17. Education for Co-operation History, principles and citizenship Structured syllabuses / progressive ideals Always difficult to implement at grassroots level Was significant – In teaching citizenship – As social history