Abstract
ABSTRACT This article describes the strained relationship between the Brighton School Board and the Brighton Technical Instruction Committee in the late nineteenth century, putting the Brighton events into a national context. The troubled relationship between the two organisations is explained in terms of the overlap of their functions, which, in turn, stemmed from the imprecise definitions of technical and secondary education prevailing in the nineteenth century. However, a comparison of relationships between school boards and technical instruction committees in other towns indicates that a number of factors were involved in determining the degree of cooperation, or its absence, between the two organisations and not just a lack of clear demarcation of their respective roles. Some comments are made on the possible significance of the events described in the nineteenth century and developments in education and training during recent years.
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