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Within weeks, a parliament dominated by fearful landowners had passed legislation that redefined the law of treason, and that made it almost impossible to hold public meetings in support of reform. Throughout the remainder of the wars with France, which went on until , support for reform never again approached the heights of Support among all ranks in society for what was increasingly seen as a patriotic war also boosted the government. However, the most determined of the disaffected radicals were merely driven underground, and in the years government spies found evidence of revolutionary conspiracy.

Much of this evidence centred around Irishmen. Radicals in fact attempted revolution in Ireland in , against British domination of their lands. Had the hoped-for substantial French support for the insurgents been forthcoming, the endeavour might have come much closer to success. In the event, the most important consequence was the creation of a new 'United Kingdom' of Great Britain and Ireland in , to which substantial numbers of Irish folk were never reconciled.

The Society of United Irishmen was undoubtedly a revolutionary organisation, whose objective was the forcible overthrow of the British government, linked through a series of secret networks to cells of English revolutionaries. No doubt the numbers of such revolutionaries were small. However, few, if any, revolutions succeed because of weight of numbers - whatever the new revolutionary regimes might claim after they have installed themselves securely in power.

Neither the Bolshevik revolution of in Russia, nor the Chinese revolution of , could plausibly claim to have a democratic mandate. Assassins and revolutionaries may fail many times against superior forces. If they succeed once, however, they have achieved their objective.

British politicians were well aware of this. A painting of the Peterloo Massacre by George Cruikshank, A crowd of 60, had gathered in St Peter's Fields, Manchester, to hear speeches supporting parliamentary reform. Eleven were killed and injured after a Yeomanry charge.

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The authorities hastily assembled an extensive spy network. Both the Irish-inspired Despard Conspiracy of and the so-called Cato Street Conspiracy of to blow up Lord Liverpool's cabinet - to take only the best-known examples of revolutionary activity in the period - were forestalled. Their leaders were executed amid a blaze of publicity designed to confirm the government's control of the situation. Beneath the surface, however, and despite overwhelming evidence of support from the propertied classes, politicians were more concerned than they could admit.

This was because support for radical parliamentary reform never disappeared. During periods of economic turbulence, such as and during the so-called Reform Act crisis of , masses of people could appear on the streets in support of either democracy or republicanism. The most famous such occasion was in August when a large crowd assembled at St Peter's Fields in central Manchester to hear a pro-reform speech from Henry 'Orator' Hunt, the most gifted radical speaker of his day.

Fearing uncontainable disorder, and perhaps even revolution, the Manchester authorities over-reacted. They sent in troops to disperse the crowd by force. Eleven people were killed and the radicals were given a huge propaganda boost by referring to the event as 'Peterloo', in a grim analogy with the Duke of Wellington's famous victory over Napoleon at Waterloo four years earlier. During the European revolutionary wars of the s British government propaganda could - just about - confect George III as the symbol of the nation.

His eldest son, George, however, first as Prince Regent from and then as George IV from to , provoked more contempt than respect. The early 19th-century monarchy was unable to inspire national unity. Indeed, it was part of the problem. The claim that Britain came close to revolution in is by no means fanciful. Support for parliamentary reform reached unprecedented heights. The wife of the Russian ambassador wrote to her brother: 'We Tory governments since the s had provided a strong thread of anti-reformist continuity.

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The Whig government that followed it under Earl Grey, however, came into office with plans for parliamentary reform, and a succession of Whig leaders proclaimed that reform was necessary to secure the state. In Britain, they are an important factor in the class system. About one percent of British children are sent to boarding schools. In the United States, boarding schools for students below the age of 13 are called junior boarding schools , and are relatively uncommon.

The oldest junior boarding school is the Fay School in Southborough, Massachusetts , established in Other boarding schools are intended for high school age students, generally of ages 14— Some of the oldest of these boarding schools include West Nottingham Academy est. About half of one percent or. In the late 19th century, the United States government undertook a policy of educating Native American youth in the ways of the dominant Western culture so that Native Americans might then be able to assimilate into Western society.

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At these boarding schools, managed and regulated by the government, Native American students were subjected to a number of tactics to prepare them for life outside their reservation homes. In accordance with the assimilation methods used at the boarding schools, the education that the Native American children received at these institutions centered on the dominant society's construction of gender norms and ideals. Thus boys and girls were separated in almost every activity and their interactions were strictly regulated along the lines of Victorian ideals.

In addition, the instruction that the children received reflected the roles and duties that they were to assume once outside the reservation. Thus girls were taught skills that could be used in the home, such as "sewing, cooking, canning, ironing, child care, and cleaning" [17] Adams Native American boys in the boarding schools were taught the importance of an agricultural lifestyle, with an emphasis on raising livestock and agricultural skills like "plowing and planting, field irrigation, the care of stock, and the maintenance of fruit orchards" [17] Adams These ideas of domesticity were in stark contrast to those existing in native communities and on reservations: many indigenous societies were based on a matrilineal system where the women's lineage was honored and the women's place in society respected.

For example, women in native society held powerful roles in their own communities, undertaking tasks that Western society deemed only appropriate for men: indigenous women could be leaders, healers, and farmers. While the Native American children were exposed to and were likely to adopt some of the ideals set out by the whites operating these boarding schools, many resisted and rejected the gender norms that were being imposed upon them. Most societies around the world decline to make boarding schools the preferred option for the upbringing of their children.

However, boarding schools are one of the preferred modes of education in former British colonies or Commonwealth countries like India, Pakistan, Nigeria, and other former African colonies of Great Britain. For instance in Ghana the majority of the secondary schools are boarding. In China some children are sent to boarding schools at 2 years of age. These state boarding schools are frequently the traditional single-sex state schools, whose ethos is much like that of their independent counterparts.

In Canada, the largest independent boarding school is Columbia International College , with an enrollment of 1, students from all over the world. Robert Land Academy in Wellandport, Ontario is Canada's only private military style boarding school for boys in Grades 6 through They varied in their organization. Some schools were a type of specialized school with a specific focus in a particular field or fields such as mathematics, physics, language, science, sports, etc.

Other schools were associated with orphanages after which all children enrolled in Internat-school automatically. Also, separate boarding schools were established for children with special needs schools for blind, for deaf and other. In post-Soviet countries, the concept of boarding school differs from country to country. The Swiss government developed a strategy of fostering private boarding schools for foreign students as a business integral to the country's economy.

Their boarding schools offer instruction in several major languages and have a large number of quality facilities organized through the Swiss Federation of Private Schools. As of [update] there were about , boarding schools in rural areas of Mainland China , with about 33 million children living in them. Some elite university-preparatory boarding schools for students from age 13 to 18 are seen by sociologists as centers of socialization for the next generation of the political upper class and reproduces an elitist class system.

Boarding schools are seen by certain families as centres of socialization where students mingle with others of similar social hierarchy [23] to form what is called an old boy network. Elite boarding school students are brought up with the assumption that they are meant to control society. The boarding school socialization of control and hierarchy develops deep rooted and strong adherence to social roles and rigid gender stratification.

This leads to pervasive form of explicit and implicit bullying, and excessive competition between cliques and between individuals. One alumnus of a military boarding school also questions whether leadership is truly being learned by the school's students. The aspect of boarding school life with its round the clock habitation of students with each other in the same environment, involved in studying, sleeping and socializing can lead to pressures and stress in boarding school life.

It is claimed that children may be sent to boarding schools to give more opportunities than their family can provide. However, that involves spending significant parts of one's early life in what may be seen as a total institution [28] and possibly experiencing social detachment, as suggested by social-psychologist Erving Goffman.

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The celebrated British classicist and poet, Robert Graves — , who attended six different preparatory schools at a young age during the early 20th century, wrote:. Preparatory schoolboys live in a world completely dissociated from home life. They have a different vocabulary, a different moral system, even different voices. On their return to school from the holidays the change-over from home-self to school-self is almost instantaneous, whereas the reverse process takes a fortnight at least. A preparatory schoolboy, when caught off his guard, will call his mother 'Please, matron,' and always addresses any male relative or friend of the family as 'Sir', like a master.

I used to do it. School life becomes the reality, and home life the illusion. In England, parents of the governing classes virtually lose any intimate touch with their children from about the age of eight, and any attempts on their parts to insinuate home feeling into school life are resented. Some modern philosophies of education, such as constructivism and new methods of music training for children including Orff Schulwerk and the Suzuki method , make the everyday interaction of the child and parent an integral part of training and education.

In children, separation involves maternal deprivation. Data have not yet been tabulated regarding the statistical ratio of boys to girls that matriculate boarding schools, the total number of children in a given population in boarding schools by country, the average age across populations when children are sent to boarding schools, and the average length of education in years for boarding school students. There is also little evidence or research about the complete circumstances or complete set of reasons about sending kids to boarding schools.

The term boarding school syndrome was coined by psychotherapist Joy Schaverien in Children sent away to school at an early age suffer the sudden and often irrevocable loss of their primary attachments; for many this constitutes a significant trauma. Bullying and sexual abuse, by staff or other children, may follow and so new attachment figures may become unsafe. In order to adapt to the system, a defensive and protective encapsulation of the self may be acquired; the true identity of the person then remains hidden.


This pattern distorts intimate relationships and may continue into adult life. The significance of this may go unnoticed in psychotherapy. It is proposed that one reason for this may be that the transference and, especially the breaks in psychotherapy, replay, for the patient, the childhood experience between school and home. Observations from clinical practice are substantiated by published testimonies, including those from established psychoanalysts who were themselves early boarders.

Boarding schools and their surrounding settings and situations became in the late Victorian period a genre in British literature with its own identifiable conventions. Typically, protagonists find themselves occasionally having to break school rules for honourable reasons the reader can identify with, and might get severely punished when caught — but usually they do not embark on a total rebellion against the school as a system.

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Notable examples of the school story include:. There is also a huge boarding-school genre literature, mostly uncollected, in British comics and serials from the s to the s. The subgenre of books and films set in a military or naval academy has many similarities with the above.

From Wikipedia, the free encyclopedia. School where some or all pupils live-in. For other uses, see Boarding School disambiguation. Main article: House system.

See also: List of boarding schools in the United Kingdom. See also: List of boarding schools in the United States. Main article: Native American boarding schools. See also: Native American education and boarding schools. Further information: Stolen generation.

Further information: Canadian Indian residential school system. When these avid drinkers began what often evolved into ten to twelve-hour drinking sessions, their avowed goal was drunkenness. From the s, the code of respectability supplanted warrior masculinity. Synonymous with hard work, frugality, domesticity and sobriety, this model of behaviour embodied new middle-class values, and became the basis for a reformulated masculinity.

But more delicate sherry drunk as a complement to port proved ideal: sherry refined port and as a duo elevated the drinker, so that when consumed separately, but over the course of a drinking session, drinkers had no fear of lapsing into the debauchery of their Georgian forbears.

The fact, too, that for the first time elite women would join men in consuming sherry fostered closer identification with domesticity and respectability. Middle-class Britons had asserted their superiority through renouncing drunkenness, debauchery and aggressive masculinity for respectability and sobriety, and so could now claim moral pre-eminence in demanding wider political influence.

Ludington concludes his survey by examining the Victorian debate on wine consumption. Though parliamentary legislation in the s sought to open up the wine market and reverse two centuries of economic policy in which fortified wines were favoured over unfortified ones, the ultimate impact on drinkers was disappointing.

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This provocative book has some flaws. Yet, many alehouse keepers evolving later into publicans , who sold alcohol primarily to working- and middle-class customers, took out separate wine licences: some 11, were issued in , with the figure doubling by and exceeding 25, by the early s. Between one-third and two-fifths of publicans held wine licences. In evidence presented to the Select Committee on Import Duties on Wine in , a gin palace proprietor told of selling sherry and port to respectable artisans, while a wine house proprietor testified to catering to cabmen and omnibus men who drank sherry.

Class segregation in drinking was not so neatly divided into three categories, as Ludington would have us believe. Throughout much of the 18th century, classes interacted together in taverns and alehouses. Peter Clark notes in his book, The English Alehouse 6 , that when the demands of domesticity forced some to withdraw from public drinking, public houses began specializing in the early s with separate rooms, a bar counter and beer engine.

Instead of a tri-level hierarchy of Georgian inns, taverns and alehouses, now public houses gradually accommodated different classes in different rooms. One distinct step below pubs, beerhouses, created in , catered primarily to the impoverished. Dram shops specializing in spirits and gin palaces also appeared in these years. Nor did everyone drink in public places. Despite these changes, Ludington writes as if his typology of drinking establishments and their clientele remained unchanged for two centuries.

Except in his discussion of sherry in the Victorian era, women are virtually ignored. Women were not so much absent as overlooked by Ludington. Women not all of them from the lower classes accompanied menfolk into pubs and gin shops in the early s. Throughout the period wives assisted husbands in selling alcohol, and widows did run the family business with tacit magistrate approval. Did not elite women play a role as hostesses in promoting political alliances?