Between December 1855 and March 1856, a public dispute raged, in British national newspapers and locally published pamphlets, between two teachers at the University of Oxford: the mathematical lecturer Francis Ashpitel and Bartholomew Price, the professor of natural philosophy. The starting point for these exchanges was the particularly poor results that had come out of the final mathematics examinations in Oxford that December. Ashpitel, as one of the examiners, stood accused of setting questions that were too difficult for the ordinary (...) student, with the consequence that, in Price’s view, further mathematical study in Oxford – never as robust as in Cambridge – would be discouraged. We examine this short-lived affair, and use it not only to gain insight into the status of mathematical study in Oxford in the mid-nineteenth century, but also to point towards the increasing importance of competitive examinations in British public life at that time. (shrink)

Huxley, the visionary, was a key figure in creating modern science education. He was also an employee and bureaucrat of the Science and Art Department most of his working life. The Department was established to organize scientific education for the working class, and many of Huxley's activities on its behalf marked him as a friend of the artisan. It will be argued here that Huxley's vision of working-class scientific education was not in the least radical but reflected the middle-class views (...) of his contemporaries in the Department. Their views, by as late as the 1890s, were little different from those of the late 1840s. Huxley's attitudes were narrowly meritocratic and in no way egalitarian. By the time the movement for technical instruction gathered momentum in the 1880s, Huxley's ideas were distinctly old-fashioned. (shrink)