ABSTRACT Set against the background of mid-nineteenth century concerns about an erosion in the denomination’s standing and influence, this article highlights the differing responses to the matter from parties within the Church of England, which determined their degree of sympathy with proposals for an education act. Specifically, we point out that the debate over schooling between co-religionists centred upon rival understandings of religious education: ‘denominational’ and ‘undenominational’. We examine the claims of some contemporary High Church leaders and later commentators, that acceding to elements of the 1870 Act, specifically the ‘conscience’ and ‘Cowper-Temple’ clauses, represented a pyrrhic victory and that in doing so the Church appeared to resile from its place in society. However, we argue that, though the Church could no longer be described as ‘England’s educator’, it retained considerable influence within the evolving school system and in policymaking. Moreover, we point out that ‘denominational’ religious education continued to be championed, having diffusive influence, well into the twentieth century. Finally, just as understanding nineteenth-century ecclesiastical history and religious culture is crucial to understanding this moment in the educational past, we argue that a thoroughgoing religious historical literacy is essential to understanding educational policy development regardless of the period under scrutiny.

中文翻译：

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英国教会和 1870 年基础教育法案

摘要 以 19 世纪中叶担心教派地位和影响力受到侵蚀的背景为背景，本文强调了英格兰教会内部各党派对此事的不同反应，这决定了他们对教育法案提案的同情程度. 具体而言，我们指出，共同宗教主义者之间关于学校教育的争论集中在对宗教教育的不同理解上：“宗派”和“非宗派”。我们研究了一些当代高等教会领袖和后来的评论员的主张，即加入 1870 年法案的要素，特别是“良心”和“考珀-圣殿”条款，代表了一场得不偿失的胜利，而在这样做时，教会似乎不屈不挠从它在社会中的地位来看。然而，我们认为，尽管教会不能再被描述为“英格兰的教育家”，但它在不断发展的学校系统和政策制定中保留了相当大的影响力。此外，我们指出，直到 20 世纪，“宗派”宗教教育继续受到拥护，具有广泛的影响。最后，正如理解 19 世纪的教会历史和宗教文化对于理解教育过去的这一刻至关重要一样，我们认为，彻底的宗教历史素养对于理解教育政策的发展至关重要，无论其处于何种审查时期。具有广泛的影响，一直到二十世纪。最后，正如理解 19 世纪的教会历史和宗教文化对于理解教育过去的这一刻至关重要一样，我们认为，彻底的宗教历史素养对于理解教育政策的发展至关重要，无论其处于何种审查时期。具有广泛的影响，一直到二十世纪。最后，正如理解 19 世纪的教会历史和宗教文化对于理解教育过去的这一刻至关重要一样，我们认为，彻底的宗教历史素养对于理解教育政策的发展至关重要，无论其处于何种审查时期。