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laissez-faire and decentralization triumphed, but, as we shall see in a moment,
the professional ideal and administrative practice were to have the last word.
Chadwick had already had a hand in other examples of the feedback process,
and was to be involved in yet more. He rarely originated the study of a particular
social problem, but he often ‘fed back’ a professional solution (not always, of
course, the right one). Before he entered government service he had produced the
memorandum on police for Peel’s Committee and his famous ‘preventive Police’
article of 1829, which, as well as earning him the friendship of Bentham, had
some influence on the origins of the professional police force. From then onwards,
in and out of office, he continually pressed his views on the Home Office,
culminating in his 1839 Report of the Constabulary Commissioners and the 1839
Act to extend the new police to the provinces. As a member of the 1833 Factory
Commission with Thomas Tooke and Southwood Smith, he drew up the Report
which led to the first effective Factory Act, 1833, with the all-important
provision for central government inspection. He suggested the provisions in the
1836 Registration Act making registration districts co-extensive with the Poor
Law Unions and requiring the recording of the cause of death, thus making the
statistics not only more useful for public health purposes but an important source
of further ‘feedback’ reform, under Chadwick himself at the Board of Health,
and later under Simon at the Privy Council Medical Department.
1
The same process of factual enlightenment and feedback operated through
Chadwick’s colleagues, friends and rivals. Kay and Tufnell, Assistant
Commissioners at the Poor Law Board, began under Chadwick their inquiries
into pauper education which were to lead to the setting up, under an Act of 1848,
of the district schools, those gigantic boarding schools for the children of the poor
which were the real beginning of State provision in education, and to the same
men’s contributions to State-aided education for the non-pauper working class,
notably the setting up of the Privy Council Education Inspectorate and the
Battersea Normal School for the training of teachers.
2
William Farr and Horace Mann of the General Register Office transformed the
decennial Census into an indispensable tool of government in an enormous range
of problems, from housing to education, and the Census Reports into masterly
social and economic surveys of the nation, laced with gratuitous comments on
current social philosophy and the direction of government policy. The 1851
Report, for example, contains an able critique and empirical refutation of
Malthus, and a section on ‘Defective Education of the People’ beginning, ‘Every
British child should unquestionably be taught reading, writing and the elements
of knowledge…’; while that for 1871 refers, in terms anticipatory of the Welfare
State, to the poor law as ‘that national institution, which, with all its defects, is a
1
Cf. Flinn, Introduction to Chadwick, op. cit., pp. 66–73.
1
Cf. S.E.Finer, Life and Times of Sir Edwin Chadwick (1952), pp. 29–31, 50–68, 124–7,
164–80; Jenifer Hart, op. cit., Past and Present, 1965, No. 31, p. 42.
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