Abstract
This study attempts to show how education, in its widest sense, developed in nineteenth century prisons. Prison education. had its roots in the work of eighteenth century reformers; they provide the background against which later legal developments can be traced. Factors contributing to the growth of education in prisons are closely interrelated. The roles of those groups of people directly concerned are first examined. In the beginning, there were the voluntary lay preachers; by the end of the century all local prisons had some kind of permanent internal staff to provide education. Although few in number, the position of the dissenter merits some discussion. Over a period of time limited provision was made available to him. Next, internal physical facilities, and structural conditions are considered. This includes, for example; the availability and use of teaching space. Education had to adapt to the physical constraints arising from a system baaed, by its very nature, on control and coercion. This control is also reflected in the provision of literature and other material. Initially only religious reading matter was allowed, but gradually other categories of books were introduced, and libraries installed. The use of books can be seen both as an aid to education, and as a means of occupying prisoners. Education was closely linked to the particular system of prison discipline operating at any one time. Separate instruction under the separate system was the predominant pattern. Not until the end of the nineteenth century, some time after the State took over control of the local prisons, was there a move to link prison education more closely with the national introduction of elementary education in England. The study moves, therefore, from the work of individual reformers outwards towards the wider social context within which nineteenth century prison education developed.