19 After the 1950s, British education really got on the right track and made remarkable progress. From 65438 to 0850, the popularity of steam engines and the "railway fever" marked the great leap forward from British industrialization to industrial revolution. Rapid urbanization, large-scale social mobility and mechanization replacing manual labor have put forward higher and new requirements for the cultural quality of the working people, and the British education system is bound to change to state intervention and statutory national education system. Since then, the government has entered the field of British education. The state provides more school education for the people through taxes and appropriations. 1870 primary education bill claims that there are150,000 children aged 6 to 12 who receive government-funded school education, but this is only 2/5 of working-class children. It was not until 1880 that the implementation of compulsory education in primary schools changed the "lack" of public education. In a village near Canterbury, the enrollment rate of children aged 5- 14 increased from 33% for boys and 42% for girls in 185 1 to 73% and 80% in 188 1.

The rapid changes in secondary and higher education in Britain also occurred after the 1950s of 19. With the rapid development of the industrial revolution, the second stage of industrialization has produced higher requirements for talents. So far, the conservative mode of British school education has lagged behind industrialization, which has aroused strong dissatisfaction from the emerging class. Especially at this time, driven by the educational revolution, the development of science, technology and industry in the United States and Germany has advanced by leaps and bounds. People of insight in Britain have a sense of urgency to speed up education reform. British secondary and higher education has strengthened personnel training and the following changes have taken place:

First, the middle class reformed the existing education system of middle schools and universities, and added "business schools" to train practical talents. The government vigorously develops forward-looking open universities that focus on secularization of science and technology teaching. Most of these universities are located in emerging industrial cities, such as London (built in 1836), Durham (built in 1837), Sheffield and Birmingham (built in 1840), Manchester and St. David (built in 1850), Newcastle and Leeds (built in). By the beginning of the 20th century, these new colleges had been upgraded to full-fledged universities with their own characteristics in the development of science and technology. Among them, London, London Imperial College London and Manchester University also set an example for modern new universities in science and technology engineering.

Secondly, educational reformers try various educational reforms (2 1). For example, Arnold's "public school" education reform with "Lagubai" as the pilot emphasized moral discipline, reduced the class hours of classical courses, and encouraged the study and research of natural science.

Thirdly, in view of1the backward situation of Oxford and Cambridge in the first half of the 9th century, the Parliament established the Royal Commission of Inquiry on Promoting the Teaching Reform of Oxford and Cambridge (186 1), and established the commissions of inquiry on several long-established "public schools" headed by Clayton. The activities of these investigation committees and their subsequent resolutions have played an important role in maintaining the advantages of traditional middle schools and universities in personnel training.

Finally, and mainly, on the basis of the above changes, Britain has established various "elite" talent training systems with "key" middle schools (public schools) and "key" universities (Oxford and Cambridge) as the main bodies.

Arnold's reform of Lagerbai Public School became an example of 22 "public schools" which were later identified as "key". The investigation committee led by Clark London investigated nine other excellent "public schools", and further confirmed the status of the excellent "public schools" which are in fact "key points" (22). "publicschoo 1" is a private middle school established by public organizations and some private individuals since the14th century. At first, some civilian children were recruited, but soon the development was limited to recruiting upper-class children. These nine "elite" middle schools, especially Eton College and Harrow College, have become the cradles for cultivating the British "ruling class" (privileged officials, senior intellectuals and ruling figures). Most of their graduates go to Oxford and Cambridge for further study. It played an important role in training outstanding political, administrative, legal and military talents for the British Empire. Since 1880, more than 60% of cabinet ministers have received public education, of which Eton College alone accounts for 34.7%, 90% of land nobles have attended public schools, and 75% have attended Eton College or Harrow College; The corresponding figures for the upper ranks of civil servants are 765,438+0% and 48%; The number of parliamentarians is 69% and 49%, and the number of entrepreneurs is 63% and 42%; 67% of diplomats are graduates of Eton College.

In a word, the educational system of middle schools and universities in Britain since modern times has not only retained the tradition, but also carried out some reforms according to the needs of social development. But on the whole, the reform is reluctant and slow because the British cultural concept is too confident in tradition. Therefore, some historians blame Britain's economic recession and the loss of enterprise vitality in the early 20th century on Britain's "elite pod" training system-public schools excessively pursue gentlemanly manners and emphasize classical education, conservative curriculum and social and cultural characteristics, which really makes British entrepreneurs lose the initiative and impetus of their predecessors.

Since World War II, the establishment of the statutory public education system in Britain, the reform of the secondary school structure, the implementation of the dual system of higher education, the emphasis and development of science and technology education and the strengthening of normal education have, to some extent, changed the British tradition of attaching importance to humanities and neglecting vocational and technical education, and ensured the leading position of British education in some fields in the world. Oxford and Cambridge are still ancient and famous universities in the world, and they are still the institutions of higher learning that are respected by the "elites" in Britain and other countries.