Thring, Edward

Aiton's Encyclopedia (1910)

Edward (1821-1887), an English educator. Mr. Thring is well known as the master of a boys' school at Uppingham, England, a position which he assumed in 1853. Out of an insignificant school that had not been heard of for 300 years, he made a school that will hold a place in the history of secondary education in England. Two or three principles were followed: 1. Each boy received special attention. Mr. Thring limited the size of classes to twenty members. It is easy but unfair to win reputation by the work of brilliant pupils. 2. Each boy had a study of his own, a small den where he was not permitted to be interrupted. Each boy had a separate bedroom quite apart from his study so that sleeping quarters were thoroughly ventilated. 3. Pupils lived in houses accommodating thirty boys each. 4. An eight-year course was divided into half-yearly classes, or sixteen classes in all. 5. The enrollment of the school, being limited to twenty students per class, could not exceed sixteen times twenty, or 320 students. 6. Each instructor had a specialty and was responsible for class instruction and the tutoring of each pupil. 7. The range of subjects was wide enough to provide for classical and modern foreign languages--English, mathematics, science, history, drawing, music, carving, painting, carpentry, and field sports. A boy who did not excel in one subject might in another. 8. Every effort was made to give artistic ideas. A new assembly hall donated by an enthusiastic admirer cost $35,000; a chapel, $40,000. During Mr. Thring's mastership the school was given half a million dollars. Such conditions are manifestly impossible at present in schools maintained, like ours, by public taxation; but it is not difficult to understand why Uppingham and Mr. Thring acquired reputation. Seeing that but twenty lads could enter each half year, it is not difficult to believe that wealthy parents were eager to put their sons' names on the school's waiting list. Thring's Theory and Practice of Teaching is one of the most fruitful books a teacher can read. It has been used from time to time by a number of state reading circles.