Andrew G. Ralston, a student at Glasgow University in the late 1970s, was encouraged by the late Geoffrey Finlayson, author of the definitive biography of Lord Shaftesbury, to take an interest in the history of the treatment of destitute and delinquent children in nineteenth-century Scotland. Having completed a degree of D.Phil at Balliol College, Oxford University, he has subsequently co-authored over twenty successful school textbooks.

• List of FiguresPrefaceChapter 1: Punishment, reformation and prevention: changing attitudes to juvenile crime in mid-nineteenth century BritainChapter 2:‘The lamentable extent of youthful depravity’: the Tron Riot of 1812Chapter 3:Stirrings for change: developments in Edinburgh, 1812-1846Chapter 4: ‘An intermediate step’: the Glasgow House of Refuge, 1838-1854Chapter 5:Prevention is better than cure: the Aberdeen industrial schools, 1841-1854Chapter 6:Ragged school rivalry: the Original versus the United Industrial School in Edinburgh, 1847-1854Chapter 7:‘A better model’: the influence of the Scottish approach in EnglandChapter 8:The formation of a national system (i): reformatory and industrial schools legislation, 1854-1872Chapter 9:The formation of a national system (ii): the effects of legislation on individual schoolsChapter 10:Schooling for all: industrial schools and the 1872 Education ActChapter 11: Change and continuity: nineteenth century approaches in contextBibliographyIndex

Andrew G. Ralston, a student at Glasgow University in the late 1970s, was encouraged by the late Geoffrey Finlayson, author of the definitive biography of Lord Shaftesbury, to take an interest in the history of the treatment of destitute and delinquent children in nineteenth-century Scotland. Having completed a degree of D.Phil at Balliol College, Oxford University, he has subsequently co-authored over twenty successful school textbooks.

• List of FiguresPrefaceChapter 1: Punishment, reformation and prevention: changing attitudes to juvenile crime in mid-nineteenth century BritainChapter 2:‘The lamentable extent of youthful depravity’: the Tron Riot of 1812Chapter 3:Stirrings for change: developments in Edinburgh, 1812-1846Chapter 4: ‘An intermediate step’: the Glasgow House of Refuge, 1838-1854Chapter 5:Prevention is better than cure: the Aberdeen industrial schools, 1841-1854Chapter 6:Ragged school rivalry: the Original versus the United Industrial School in Edinburgh, 1847-1854Chapter 7:‘A better model’: the influence of the Scottish approach in EnglandChapter 8:The formation of a national system (i): reformatory and industrial schools legislation, 1854-1872Chapter 9:The formation of a national system (ii): the effects of legislation on individual schoolsChapter 10:Schooling for all: industrial schools and the 1872 Education ActChapter 11: Change and continuity: nineteenth century approaches in contextBibliographyIndex

Andrew G. Ralston, a student at Glasgow University in the late 1970s, was encouraged by the late Geoffrey Finlayson, author of the definitive biography of Lord Shaftesbury, to take an interest in the history of the treatment of destitute and delinquent children in nineteenth-century Scotland. Having completed a degree of D.Phil at Balliol College, Oxford University, he has subsequently co-authored over twenty successful school textbooks.

• List of FiguresPrefaceChapter 1: Punishment, reformation and prevention: changing attitudes to juvenile crime in mid-nineteenth century BritainChapter 2:‘The lamentable extent of youthful depravity’: the Tron Riot of 1812Chapter 3:Stirrings for change: developments in Edinburgh, 1812-1846Chapter 4: ‘An intermediate step’: the Glasgow House of Refuge, 1838-1854Chapter 5:Prevention is better than cure: the Aberdeen industrial schools, 1841-1854Chapter 6:Ragged school rivalry: the Original versus the United Industrial School in Edinburgh, 1847-1854Chapter 7:‘A better model’: the influence of the Scottish approach in EnglandChapter 8:The formation of a national system (i): reformatory and industrial schools legislation, 1854-1872Chapter 9:The formation of a national system (ii): the effects of legislation on individual schoolsChapter 10:Schooling for all: industrial schools and the 1872 Education ActChapter 11: Change and continuity: nineteenth century approaches in contextBibliographyIndex