ABSTRACT
This chapter concerns the education of those classes unable to avail themselves of the education already offered by well established institutions; only concerned, then, with the education of the lower orders. Faced with number of School Boards, the bourgeoisie had to find a way to deal with the situation: miners and mechanics were beginning to define education. In Britain in the 1980’s, as in many other advanced capitalist countries, the tests are no longer used and’the notion of an inborn intelligence is no longer the bedrock of educational belief. Psychological testing grew in its practice as did the sophistication of its theories. R. Sharpe illustrates how, by a displacement mechanism, economic problems look to education for solution, thereby re-defining themselves: this relates to education and the inner city. The members of the Committee accepted the concept of an “inborn intelligence” and a given “educable capacity” and we are told that psychologists are aware of certain tests, Binet-Simon, for example.
