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International Relations in Psychiatry: Britain, Germany, and the
United States to World War II addresses a crucial period in the
history of psychiatry by examining the transfer of conceptual,
institutional, and financial resources and the migration of
psychiatrists between Britain, the United States, and Germany. The
decades around 1900 were crucial in the evolution of modern medical
and social sciences, and in the formation of various national
health services systems. The modern fields of psychiatry and mental
health care are located at the intersection of these spheres. There
emerged concepts, practices, and institutions that marked responses
to challenges posed by urbanization, industrialization, and the
formation of the nation-state. These psychiatric responseswere
locally distinctive, and yet at the same time established
influential models with an international impact. In spite of rising
nationalism in Europe, the intellectual, institutional and material
resources that emerged in thevarious local and national contexts
were rapidly observed to have had an impact beyond any national
boundaries. In numerous ways, innovations were adopted and
refashioned for the needs and purposes of new national and local
systems. International Relations in Psychiatry: Britain, Germany,
and the United States to World War II brings together hitherto
separate approaches from the social, political, and cultural
history of medicine and health care and argues that modern
psychiatry developed in a constant, though not always continuous,
transfer of ideas, perceptions, and experts across national
borders. Contributors: John C. Burnham, Eric J. Engstrom, Rhodri
Hayward, Mark Jackson, Pamela Michael, Hans Pols, Volker Roelcke,
Heinz-Peter Schmiedebach, Mathew Thomson, Paul J. Weindling, Louise
Westwood Volker Roelcke is Professor and Director at the Institute
for the History of Medicine, Giessen University, Germany. Paul J.
Weindling is Professor in the History of Medicine, Oxford Brookes
University, UK. Louise Westwood is Honorary Research Reader,
University of Sussex, UK.
Education history has neglected the Secondary Modern schools and
their pupils. This book aims to fill that gap with original
contributions from the baby boomer generation (born approximately
1946-64) who went to Secondary Moderns from the 1950s to the early
1970s. There are two research groups, one from contributors who
went to Secondary Moderns in the Newcastle, Staffordshire area of
the UK and the other from those who joined the Queen Alexander
Royal Naval Nursing Service or (for the men) the Medical branch of
the Royal Navy; these contributors went to schools all over the
country but they also failed the eleven plus. There are a few other
contributions from various sources and some from the Mass
Observation Archive at Sussex University. The aim of this book is
to hear the voices of those who experienced secondary modern
education and discover something about their school experiences,
work and their subsequent careers. The post Second World war period
was a time of considerable change with politicians promising a 'New
Jerusalem'. William Beveridge's report in 1942 highlighted
ignorance as one of his five giants in need of slaying alongside
idleness, Want, squalor and disease. The baby boomers born into
this new era are seen as special because they were part of a
population explosion after the end of the war. More importantly
their welfare was of great concern to the state with free school
meals, vaccinations, family allowance, school milk, orange juice,
cod liver oil and free health care with the creation of the NHS in
1948. The 1944 Education Act dealt with ignorance and was meant to
reorganise secondary education and give all children a fair chance.
The policies that came out of the 1944 Act failed because almost
80% of children did not pass the 11+ examination and were sent to
secondary modern schools; the vast majority left school at the age
of 15 years with no qualifications. The tripartite system
(secondary modern, technical and grammar) was a numbers game
because places were scarce at the grammar schools. The pass rate
was manipulated and the entrance criteria took into account gender,
class, residential area, parent's work, and size of family. The IQ
test that made up the eleven plus exam did not test intelligence
and in wealthier families tuition was used to ensure a good pass.
It is clear therefore that poverty, wealth and influence were
important factors when attempting to gain a grammar school place.
It is easier to compare and contrast the lives of children at the
end of the nineteenth century with those in the post Second World
war period once there has been a brief overview of the social
history around the turn of the 19th & 20th Centuries. For this
reason there is a chapter which briefly outlines the history of
education from the mid-19th Century and chapter 2 covers a
considerable amount of social history which will be useful to
contextualise issues raised by the contributors. Nursing and
teaching are popular choices for women throughout the 20th Century
and many of the baby boomers embarked on these careers; there is a
chapter on the history of nursing and the history of teaching
training is briefly discussed in the final chapter. There has been
a great deal of media attention on education during the new
millennium and comparisons are made between the exam systems after
the war and those taken now and the opportunities for children then
and now.
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