Positive Attitudes:
* Expanding access to education: A significant achievement was the expansion of education, particularly through the development of elementary schools. Many saw this as crucial for social progress, moral improvement, and economic advancement. The belief that education could uplift the poor and reduce crime was widespread.
* Improved literacy and numeracy: The system demonstrably improved literacy and numeracy rates, particularly among the working classes. This was celebrated as a vital step in national development.
* National unity and social cohesion: Some saw a standardized education system as a means of fostering a sense of national unity and shared values, particularly important in a rapidly industrializing and increasingly diverse society.
* Religious instruction: For many, particularly within religious groups, the inclusion of religious instruction in schools was considered essential for moral development and the preservation of faith.
Negative Attitudes:
* Inequality of access and opportunity: The system was far from equal. Access to quality education was heavily influenced by class. The wealthy could afford private schools offering a superior education, while the poor often faced overcrowded, under-resourced schools. This created a significant social divide.
* Rigid curriculum and rote learning: Critics condemned the rigid, often rote-learning based curriculum, arguing it stifled creativity and critical thinking. The focus on memorization over understanding was frequently targeted.
* Lack of vocational training: The education system was largely geared towards academic pursuits, leaving many without the vocational skills needed for employment. This was seen as a major failing, especially for working-class children.
* Harsh discipline: The prevalence of harsh physical punishment in schools drew considerable criticism. This was viewed as inhumane and counterproductive to effective learning.
* Religious controversy: The role of religion in schools was a constant source of contention. Nonconformists and secularists protested against the dominance of the Church of England in the education system.
Evolving Attitudes:
Throughout the Victorian era, attitudes towards education evolved. As the century progressed, calls for reform grew louder. The limitations of the existing system became increasingly apparent, leading to debates over curriculum reform, teacher training, and the provision of secondary education. The rise of progressive educational thought challenged the traditional emphasis on rote learning and discipline.
In summary, while the expansion of education in the Victorian era was widely lauded, the system was simultaneously criticized for its inequalities, its rigid curriculum, and its harsh disciplinary practices. The Victorian period witnessed a continuous struggle to balance the desire for a unified and accessible education system with concerns about social justice, effective pedagogy, and the role of religion in public life.