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NATIONAL INSTITUTE SOCIAL SERVICES LIBRARY

Volume 32

PROFESSIONAL EDUCATION FOR SOCIAL WORK IN BRITAIN

PROFESSIONAL EDUCATION FOR SOCIAL WORK IN BRITAIN

An Historical Account

MARJORIE J. SMITH

First published in pamphlet form 1953

First published in 1965 by George Allen & Unwin Ltd

This edition first published in 2022

by Routledge

2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN

and by Routledge

605 Third Avenue, New York, NY 10158

Routledge is an imprint of the Taylor & Francis Group, an informa business

1965 National Institute for Social Work Training

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

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-03-203381-5 (Set)

ISBN: 978-1-00-321681-0 (Set) (ebk)

ISBN: 978-1-03-205628-9 (Volume 32) (hbk)

ISBN: 978-1-03-205764-4 (Volume 32) (pbk)

ISBN: 978-1-00-319903-8 (Volume 32) (ebk)

DOI: 10.4324/9781003199038

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 copies may be apparent.

Disclaimer

The publisher has made every effort to trace copyright holders and would welcome correspondence from those they have been unable to trace.

PROFESSIONAL EDUCATION FOR SOCIAL WORK IN BRITAIN

An Historical Account

BY

MARJORIE J. SMITH

Introduction by

RICHARD M. TITMUSS

This account, by the late Professor Marjorie Smith of the British Columbia School of Social Work, tells the story of the early development of professional education for social work in Britain. In these pages she traces the work of various committees of the Charity Organisation Society on training and on social education; she touches on the contribution of great figures including Lord Avebury, Professor Alfred Marshall, Mrs Bosanquet, Sir Charles Loch and Professor Urwick; she shows the continuing struggle to establish genuine professional education through courses of integrated study and practice.

Published first by the Family Welfare Association in 1953, this study has been out of print for several years and, as it appeared originally in pamphlet form, copies have been hard to come by, even in libraries. Suggestions for a reprint came first from North America and were reinforced by requests in Britain. Thanks to the ready co-operation of the Family Welfare Association which published the original study for the Pringle Memorial Fund, the National Institute for Social Work Training is able to make available this revelation of past struggles. According to one review of the publication in its original form, it might well have been entitled The More Things Change the More They Remain the Same.

First published in pamphlet form 1953
This edition first published 1965

This book is copyright under the Berne Convention. Apart from any fair dealing for the purposes of private study, research, criticism or review, as permitted under the Copyright Act, 1956, no portion may be reproduced by any process without written permission. Enquiries should be to the publishers.

This edition National Institute for Social Work Training, 1965

PRINTED IN GREAT BRITAIN

in 10 point Pilgrim type

BY EAST MIDLAND PRINTING CO. LTD
BURY ST. EDMUNDS

FOREWORD

When a Fulbright research grant gave me the opportunity to study in England the origins of social casework, I did not know that I would be diverted for a time to the history of social work education. But in the process of following the development of casework ideas within the Charity Organisation Society I almost inadvertently stumbled upon the record of a tremendous effort on the part of that agency to set a standard of professional education and practice which, I do not believe, has received due attention. I found the same problems discussed and worked over by committees in 1903 as are being discussed by individuals and in committees and by conferences today. In many instances it would seem no better answers to these questions are being found than the forgotten ones of fifty years ago. One cannot help but be impressed by the calibre of people whom the Charity Organisation Society was able to interest in education for social work. Those who worked on committees and took part in conferences were among the best informed and most influential people in the country.

The reader will notice that page numbers are usually omitted in references. This was necessary because the pages of reports, papers, and records of the Charity Organisation Society were not numbered in such a way as to be useful for citation purposes.

Acknowledgements are due to Eileen Younghus-band of the London School of Economics for her interest and encouragement and her direct help in relating the historical material to the current scene; and to Ben Astbury of the Family Welfare Association for his complete cooperation in making the archives of the Charity Organisation Society available. Special thanks are also due to Miss Gladys Murphy for patiently locating papers, books and reports from the library and records of the Family Welfare Association.

Marjorie J. Smith , 1952

CONTENTS

FOREWORD

I. Early training within the agencies

II. The transition to more formally organized training schemes

III. The School of Sociology

IV. The Amalgamation

V. Afterthought

b. Extracts from the First Report of the Committee on Training, 1898

c. Methods of Training, Helen Bosanquet, 1900

II. Economic Teaching at the Universities in Relation to Public Well-being, Professor A. Marshall, 1902

III. Extracts from the Confidential Report of the Social Education Committee, 1903

INTRODUCTION

From time to time it is necessary to remind our students (and ourselves) that specialization in knowledge the study of a subject or branch of learning deeply and thoroughly does not imply the neglect of all other subjects. This is preeminently true of the social sciences, for those who have permanently enriched our knowledge of the working of society have not been specialists in any narrow or technical sense. Their special learning has been cultivated within a broad field of study; they have acquired an approach which sees and relates the parts to the whole. Today, as knowledge expands and is increasingly subdivided, the separated parts tend to get smaller in range as study is pushed ever deeper, and the connecting threads weaken as each part achieves separate independence in the commonwealth of learning. Knowledge grows, but the threat to unitary understanding increases.

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