ABSTRACT
One of the most interesting developments in working-class history has been the rediscovery of popular educational traditions, the springs of action of which owed little to philanthropic, ecclesiastical or state provision. For a long time these traditions remained hidden, though they appear in some early social histories, especially those written in one period of radical education (1890s to 1920s) about another (1790s to 1840s). 1 But it was not until the 1960s that more fully researched accounts appeared, forming part of the general recovery of early working-class radicalism. 2 […]
