Temporary piece<\/strong><\/p>\n Life: <\/strong>(outline prepared by Tony Jeffs)<\/p>\n 1889 Born Southport, Lancashire<\/p>\n 1903 Office boy then reporter – The Southport Visitor<\/i><\/p>\n 1910 St David’s University College, Lampeter – read Theology<\/p>\n 1912 Exeter College, Oxford<\/p>\n 1914 Volunteered for Army Service – Officer RASC<\/p>\n 1919 King’s College Cambridge – read Philosophy<\/p>\n 1920 Learner to Salter-Davies (Kent CC)<\/p>\n 1921 Assistant Secretary of Education Canbridgeshire<\/p>\n 1922 Secretary of Education for Cambridgeshire<\/p>\n 1923 Cambridgeshire Agreed RE Syllabus published<\/p>\n 1924 Wrote and published Memorandum<\/p>\n 1930 Sawston Village College opened<\/p>\n 1937 Bottisham and Linton Village Colleges open<\/p>\n 1939 Impington Village College opened<\/p>\n 1946 Visits West Africa as advisor, joins Ministry of Town and Country 1949 Publishes plan for Cambridgeshire Regional College of Technology<\/p>\n 1954 Retires – Cambridgeshire now has 6 Village Colleges. Also planned for 1955 Hilltop project, South Hatfleld<\/p>\n 1957 Digswefl Arts Trust, Welwyn<\/p>\n 1959 Opens Comberton Village College – last public appearance<\/p>\n 1961 Dies<\/p>\n When talking of community schooling, perhaps the most significant vision of Morris argued that a new institution – the village college – could play a Exhibit 1: Henry Morris’s vision of the The village college as thus outlined would not create something The village college would change the whole face of the problem Extract from Henry Morris (1925) The Village College. Being a Morris published and circulated the Memorandum at his own expense. It is a Morris faced monumental difficulties in even bringing his ideas to partial Funding may have been cobbled together but he refused to cut corners. A Morris published very little – surprising given his early Ree, H (1984) The Henry Morris Collection<\/i>. Cambridge: Cambridge This listing was prepared by Tony Jeffs:<\/p>\n Bowen, F Watson (1973) ‘ The Cambridgeshire Village College: A cultural Dent, H. C. (1946) The Countryman’s College<\/i>, London: Routledge and Dybeck, M. (1981) The Village College Way<\/em>, Cambridge: Cambridge Eyken, W. van der and Turner, B. (1969) Adventures in Education. <\/i> Farnell, D. (1968) Henry Morris: An architect in education<\/i>. Fenn, T. (undated) Recalling Henry Morris<\/i>. Collection of short pieces Palmer, M. (1976) ‘Henry Morris’ Education Ree, H (1973) Educator Extraordinary: The Life and Achievements of Henry Morris<\/i>. See, also:<\/p>\n Jeffs, T. (1999) Henry Morris. Village colleges, community Picture: Impington Village College by Justin Cormack. Sourced from Wikimedia Commons and reproduced under a Creative Commons\u00a0 Creative Commons Attribution-Share Alike 2.0 Generic license. http:\/\/commons.wikimedia.org\/wiki\/File:Maxwell_Fry_Gropius_Impington_Village_College_wing_2006.jpg<\/a><\/p>\n Prepared by Mark K. Smith and Tony Jeffs December 1998.<\/p>\n","protected":false},"excerpt":{"rendered":"
\nPlanning (2.5 days per week)<\/p>\n
\nDevon, Leicestershire, Cumbria and Somerset.<\/p>\nAn assessment of Morris’s contribution<\/h4>\n
\nwhat it could be is associated with Henry Morris. From 1922 to 1954 he was
\nSecretary of Education\u00a0 for Cambridgeshire, the third poorest county LEA
\n(Burton 1943), which despite proximity to prosperous Cambridge was beset by the
\nproblems of rural decline. There was considerable concern about the future of
\nthe rural economy. First, there was the development of more mechanised
\napproaches to farming and the consequent loss of jobs on the land. Second, there
\nwas a general movement to towns and cities as these offered a range of jobs and
\nopportunities. Third, there were concerns about the loss of rural crafts because
\nof changes in the local economy, the introduction of machinery and the movement
\nto the towns.<\/p>\n
\nsignificant role in regeneration.<\/p>\n
\nvillage college<\/p>\n
\n
\nsuperfluous; it would not be a spectacular experiment and a costly luxury. It
\nwould take all the various vital but isolated activities in village life – the
\nSchool, the Village Hall and Reading Room, the Evening Classes, the Agricultural
\nEducation Courses, the Women’s Institute, the British Legion, Boy Scouts and
\nGirl Guides, the recreation ground, the branch of the County Rural Library, the
\nAthletic and Recreation Clubs – and, bringing them together into relation,
\ncreate a new institution for the English countryside. It would create out of
\ndiscrete elements an organic whole; the vitality of the constituent elements
\nwould be preserved, and not destroyed, but the unity they would form would be a
\nnew thing. For, as in the case of all organic unities, the whole is greater than
\nthe mere sum of the parts. It would be a true social synthesis – it would take
\nexisting and live elements and bring them into a new and unique relationship.<\/p>\n
\nof rural education. As the community centre of the neighbourhood it would
\nprovide for the whole man, and abolish the duality of education and ordinary
\nlife. It would not only be the training ground for the art of living, but the
\nplace in which life is lived, the environment of a genuine corporate life. The
\ndismal dispute of vocational and non-vocational education would not arise in it.
\nIt would be a visible demonstration in stone of the continuity and never
\nceasingness of education. There would be no ‘leaving school’! – the child would
\nenter at three and leave the college only in extreme old age. It would have the
\nvirtue of being local so that it would enhance the quality of actual life as it
\nis lived from day to day – the supreme object of education… It would not be
\ndivorced from the normal environment of those who would frequent it from day to
\nday, or from that great educational institution, the family… The village
\ncollege could lie athwart the daily lives of the community it served; and in it
\nthe conditions would be realised under which education would not be an escape
\nfrom reality, but an enrichment and transformation of it. For education is
\ncommitted to the view that the ideal order and the actual order can ultimately
\nbe made one.<\/p>\n
\nMemorandum on the Provision of Educations and Social Facilities for the
\nCountryside, with Special Reference to Cambridgeshire<\/i> (Section XIV).<\/p>\n
\nrich and diverse document which offers a blueprint for the reform of rural
\neducation. His writing puts the bulk of the current outpourings on community
\neducation and community schooling to shame. In this sense it is not difficult to
\nsee why he has been so influential. However, what really brings him to our
\nattention is the fact that he was able to bring a number of colleges into being
\n(although not as many as he wished). These were marked by some imaginative
\ndesign and architecture, matching programmes, and the involvement of a number of
\nhighly committed senior teachers. As we have seen, one of the interesting
\nfeatures of his vision is the way he seeks to collapse some of the boundaries
\nthat are erected in the minds of school based educators. The community is not
\nseen as some entity that exists beyond the school or college fence. He seeks to
\nhave teachers and students see the daily routines and experiences of schooling
\nas an expression of community life, rather than something that has to be
\ncarefully insulated from the vagaries of the ‘outside world’. His school or
\ncollege is very much ‘in the community’.<\/p>\n
\nfruition. Councillors, who were reluctant to spend one penny more than they were
\nlegally obliged to, insisted the scheme be self-funding. Morris, therefore,
\nfunded it by ‘consolidating’, (closing small, costly and inefficient schools)
\nand by raising funds himself. Holidays and spare time were devoted to cajoling
\nbenefactors and charitable trusts into making donations. Donated land, grants
\nand gifts enabled Sawston Village College to be built. The college we are about
\nto look at – Impington – was built on land gifted by the owners of the local jam
\nfactory. The owners had been persuaded by Morris that it, plus a cash donation,
\nwould be a worthwhile investment which would allow them to close their costly
\nsocial and welfare centre.<\/p>\n
\nfriend said that “his sharp eye for beauty and his hatred of the second rate
\nwere his most pronounced characteristics’ (Fenn undated: 17). Accordingly his
\nColleges deserved only the best. Morris saw the opening of the first, Sawston,
\nas such a significant event that it could only be carried out by royalty. So the
\nPrince of Wales, who believed he was opening a University College and was most
\nmiffed to find it was a ‘mere school’, did the honours. Walter Gropius, a
\nfounder of the Bauhaus Movement, and Maxwell Fry were commissioned to design
\nImpington – thus securing Morris a niche in architectural history for ensuring
\nthat Gropius left one building as a memento of his brief stay in Britain. See:
\n<\/a><\/strong>Viewing Impington<\/a>.<\/p>\nFurther reading and references<\/h4>\n
\nexperiences in journalism. His classic Memorandum <\/em>can be found in Ree’s
\nbiography. Otherwise
\nsee:<\/p>\n
\nUniversity Press. A greatest hits anthology. Ree has made all our lives easier
\nby collecting most, not all but most, of the articles and talks Morris
\ndelivered. Includes the Memorandum<\/em>. He also adds and commentary where
\nappropriate.<\/p>\nCommentaries on Henry Morris<\/h4>\n
\ncentre for village life’ Aspects of Education <\/i>pp 98-110. Reflections on
\nthe work of a College Warden in particular but a good account also of the life
\nof a College during this period<\/p>\n
\nKegan Paul. Enthusiastic account of Impington Village College written shortly
\nafter it opened – illustrated.<\/p>\n
\nCounty Council. Written by a Village College Warden this offers a history of
\ntheir development plus documentation and a thoughtful reflection of the
\ndirection they had and were taking.<\/p>\n
\nLondon: Allen Lane. Essays on progressive educators, including Morris.
\nSympathetic, includes original material unavailable elsewhere.<\/p>\n
\nUnpublished Thesis, Cambridge Institute of Education. Written by a teacher at a
\nVillage College it looks at the contribution of Morris and provides a unique
\ninsight into College life from the neglected perspective of a classroom teacher.<\/p>\n
\nwritten by his friends shortly after his death. The emphasis is on the personal
\nrather than the educational.<\/p>\n
\n<\/i>12th March. Short reflective piece written by a friend.<\/p>\nBiographical material<\/h4>\n
\nLondon: Longman. Detailed and well researched biography written attend and
\ncollaborator. Some friends are somewhat unenthusiastic regarding the balance of
\nthe book between the private and public persona but it surely remains one of the
\noutstanding biographies of educator.<\/p>\n
\neducation and the ideal order<\/i>, Ticknall: Educational Heretics Press. 92
\npages. Exploration of Morris\u2019s contribution and legacy that takes the debate
\nbeyond Ree\u2019s earlier biography. The book places his achievement within a proper
\nappreciation of the development of community schooling (and the roots that
\nMorris himself denied). Lots of new material, including some reflections on the
\nsad state of village colleges today.<\/p>\nAcknowledgements<\/h4>\n
![http:\/\/commons.wikimedia.org\/wiki\/File:Maxwell_Fry_Gropius_Impington_Village_College_wing_2006.jpg<\/a><\/p>\nPrepared by Mark K. Smith and Tony Jeffs December 1998.<\/p>\n","protected":false},"excerpt":{"rendered":"Henry Morris, village colleges and community schools. His vision of the village college – and his capacity to realize his ideal – have made a profound impact on our understanding of what is possible in schooling Temporary piece Life: (outline prepared by Tony Jeffs) 1889 Born Southport, Lancashire 1903 Office boy then reporter – The … Read more<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":271,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_lmt_disableupdate":"no","_lmt_disable":"","footnotes":"","_wp_rev_ctl_limit":""},"class_list":["post-1068","page","type-page","status-publish"],"yoast_head":"\nHenry Morris, village colleges and community schools - infed.org<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/infed.org\/dir\/welcome\/henry-morris-village-colleges-and-community-schools\/\" \/>\n<meta property=\"og:locale\" content=\"en_GB\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Henry Morris, village colleges and community schools - infed.org\" \/>\n<meta property=\"og:description\" content=\"Henry Morris, village colleges and community schools. 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