ABSTRACT
This chapter outlines the societal context of the mid-nineteenth century, exploring the effects of industrialisation and increased urban migration and offering an overview of the educational system in the early and mid-nineteenth century. It discusses changing attitudes towards children and their development, touching on the influence of Romantic beliefs about childhood and growing concerns regarding home environments. The emergence and growth of ragged schools across England and Scotland is traced, and particular attention is given to the coherence and shared discourse of the schools. The final two sections examine the teachers involved in the schools. At this point, the role played by working class and female teachers is the prime focus of the investigation, as their significant contribution to the schools is analysed using both ragged school literature and local school documents.
