C. Stimson - Education after School

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The International Library of Sociology

EDUCATION AFTER SCHOOL

The International Library of Sociology

THE SOCIOLOGY OF EDUCATION
In 28 Volumes

I	Adolescent Girls in Approved Schools	Richardson
II	Adult Education	Peers
III	Down Stream	Dale and Griffith
IV	Education After School	Stimson
V	Education and Society	Ottaway
VI	Education and Society in Modem France	Fraser
VII	Education and Society in Modem Germany	Samuel and Thomas
VIII	Education and the Handicapped: 1760-1960	Pritchard
IX	Education in Israel	Bentwich
X	Education in Transition	Dent
XI	The Education of the Countryman	Burton
XII	The Educational Thought and Influence of Matthew Arnold	Connell
XIII	English Primary Education (Part One): Schools	Blythe
XIV	English Primary Education (Part Two): Background	Blythe
XV	From School to University	Dale
XVI	Helvetius	Cumming
XVII	Mission of the University (The above title is not available through Routledge in North America)	Ortega y Gasset
XVIII	Parity and Prestige in English Secondary Education	Banks
XIX	Problems in Education	Holmes
XX	The School Inspector	Edmonds
XXI	The Sixth Form and College Entrance	Morris
XXII	Social Class and the Comprehensive School	Ford
XXIII	The Social Psychology of Education	Fleming
XXIV	The Social Purposes of Education	Collier
XXV	Social Relations in a Secondary School	Hargreaves
XXVI	Total Education	Jacks
XXVII	Values and Involvement in a Grammar School	King
XXVIII	Who Shall Be Educated?	Warner, Havighurst and Loeb
(The above title is not available through Routledge in North America)

EDUCATION AFTER SCHOOL

by
C. STIMSON

First published in 1948 by
Routledge

Reprinted in 1998, 2000, 2001, 2002
by Routledge
2 Pak Sque, Milon Pak, Abingdon, Oxon, OX14 4R

711 Third Avenue, New York, NY 10017

Transfered to Digital Printing 2007

Routlede is an imprint of the Talor & Francis Grup

First issued in paperback 2013

1948 C. Stimson

All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafer invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

The publishers have made every efort to contact authors/copyright holders of the works reprinted in The Interational Librar of Sociology. This has not been possible in every case, however, and we would welcome correspondence from those individuals/companies we have been unable to trace.

British Library Cataloguing in Publication Data
A CIP catalogue record for this book
is available from the British Library

Education After School
978-0-415-17753-5 (hbk)
978-0-415-86397-1 (pbk)
The Sociology of Education: 28 Volumes
978-0-415-17833-4
The International Library of Sociology: 274 Volumes
978-0-415-17838-9

Publishers Note
The publisher has gone to great lengths to ensure the quality of this reprint but points out that some imperfections in the original may be apparent

CONTENTS

PART I
THE SEARCH

The educator is thrust out of school by the violence of war and becomes a voluntary worker for the social welfare of distressed society. She becomes aware that she is working in the dark. She experiences great discontent and intense curiosity and seeks to define the object of her curiosity and to assess its value as a subject for research.

PART II
FROM SEARCH TO RESEARCH

The educator becomes a social worker. She prepares the base for the experiment and plans the form of the embryo social group.

The focal group is established. The educator is accepted as a leader and describes the events during her term of leader-ship.

The club is under new leadership, but the educator continues to live with the people and to observe the development. She explores some of the problems in a wider field. She has become a research worker.

This is the end of the narrative of events.

PART III
THE RESEARCH

Definitions.

Choice of employment services.

PART IV
CONCLUSIONS

THE material for this book has been selected from the records of a research which I made into Education After School, The meaning of this title will be explained in .

While I was doing the work I felt like an explorer who is seeking to know a country that is strange to him; he finds that all he can do, in the comparatively short time at his disposal, is to build an observation post and to examine a few of the paths that lead into the surrounding country.

of the book describes how I set out into the strange country and accumulated resources for building the observation post and for making my journeys.

.

shows what I found on four of the roads. At the beginning of each chapter we start afresh from the observation post and in a new direction. At the end of each chapter we have not explored far along a particular road.

indicates some general conclusions, some directions for future research and the nature of the fundamental ideas that determined the attempt to make this expedition.

The book opens up a few pathways into an important field for research but it does not pretend to have explored the field.

The nature of the research and the special facilities that it needed made peculiar demands on the interest, understanding and generosity of a number of associations and people.

The Leon Bequest Committee and the Central Research Fund Committee, both of the University of London, gave generous financial support to the research. I also received great kindness and considerable help from people whom I cannot name. When you have read the book you will understand why all these other associations and people who helped me remain anonymous.

People in local education offices, universities, schools, settlements, clubs, community centres, day continuation schools, family case work offices, juvenile employment offices, housing association offices and industrial works received me as a research worker and graciously gave much of their time and thought to my enquiries.

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