CHAPTER 22 - Literacy For All

Abstract

This chapter discusses the way the concept of literacy for all came into existence in 19th and 20th centuries in England and Wales. The most expected of working class children by the Government at the time of the Education Act of 1870 was that they should be able to read a newspaper on leaving standard VI. After 1870, a higher degree of attainment was necessary, and in the Code of 1881, intelligence and fluency in reading became requisite. Accuracy, fluency, and intelligence in reading are themselves insufficient but must be accompanied by an appreciation of what is read, an accomplishment that might take the form of enjoyment and/or inspiration. The reading of poetry was included in the requirements of the Revised Code of 1862, although the examples to be found in reading books were often open to severe criticism, but the opportunity for a development in taste was enhanced after 1870 with the introduction of English literature into the syllabus. This was taken a stage further in 1882 when the Requirements in Reading were extended to include passages from the works of Milton, Shakespeare, and other standard authors. In 1961, the United Kingdom Reading Association was formed to encourage the study of reading problems, and this body promotes and stimulates research into the subject.