Abstract
Drawing on the autobiographical writings of Florence Fenwick Miller in regard to the development of mass education, the article explores the part women played as education-makers in the period 18701904. The articles focuses on the 29 women elected to serve on the School Board for London, examining contributions from Miller in order to consider the links between gender and the politics of education. Moving on, the article discusses the varied influence and policy priorities of women members through the use of three case studies: the schoolgirls’ curriculum, the interests of women teachers and school attendance. Analysis of these activist women reveals the tension between more radical independent women who wanted to change the business of politics and those who gave high priority to their role as party representatives.
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