Posts Tagged ‘Home Education’

Waterloo Road and Home Schooling

Thursday, September 2nd, 2010

A new series of Waterloo Road started on BBC1 last night and it was disappointing to see it relying so heavily on negative stereotypes about home schooling.

It’s the first day of a new school year at the progressive comprehensive and one of the new arrivals is Ruth who has been home-schooled for quite some time by her divorced father. Ruth is only back in mainstream schooling because of pressure from her mother. It is clear that this is a highly dysfunctional family (or ex-family) and home-educated Ruth is portrayed as arrogant, over-confident, mouthy and devious. She dominates her first English lesson, dismissing TS Eliot’s The Waste Land as “simplistic”.

The script implies very clearly that these character flaws are the result of her isolating home-schooling experience.  She is very unhappy to be back at school, attempts to get expelled and is a problem for the new head teacher (Amanda Burton) in all sorts of ways. Before the end of the first episode, she has run away and had to be rescued from the  freezing moors amidst much melodrama.

We can be fairly sure that if Ruth reappears in subsequent episodes, we will see the socialising influence of school life as she matures into a kind and sensible young lady. The message will be that she is much better off in school than while she was being “hot-housed” by her father.

All this may make good television drama but it is a world away from the typical family that takes on the challenge of home schooling.  Although there are a small number of single parents who home-educate their children, it is much more likely that the mother and father are still very much together and equally committed to home education. Home schooling is not associated with dysfunctional family situations, quite the contrary.

Home-educated children do not turn out to be arrogant and sociopathic and there is no reason why home schooling should be an isolating experience. There is a strong and mutually supportive community of home schooling families out there as well as any number of other “normal” opportunities for children to integrate with their peers. They usually emerge from the experience balanced, resourceful and independent, but every child is different.

It would be good to see some positive and accurate depictions of home schooling and its effects in the media but perhaps they do not make such exciting television. It is to be hoped that Shed Productions, who are responsible for Waterloo Road, will offer a more constructive perspective in future episodes.

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Ofsted and Children “missing” from Education

Tuesday, August 17th, 2010

Today Ofsted has published a report called, without any apparent irony, ‘Children Missing from Education’. Anyone involved in home education will find its assumptions and conclusions highly questionable, at the very least.

The summary of the survey reads as follows:

‘Ofsted’s latest survey highlights the challenges local authorities face in identifying and tracking children who are missing from education. Children missing from education, and whose whereabouts become unknown, not only risk failing academically but are also potentially vulnerable to physical, emotional and psychological harm.

‘The Children missing from education report surveyed 15 local authorities of different sizes across England, in both urban and rural areas. It found that none of the authorities felt confident that they knew about all the children living in their area in order to fulfil their duties to keep children safe.’

The first and most obvious point to make is that although some children may be (shamefully!) missing from certain local authorities’ records, this does not mean they are missing from education. On the contrary, we can be sure that many of them are receiving a full and carefully-constructed education within the home environment.

At Oxford Home Schooling, we are supporting thousands of students in this category, most of them working successfully towards Key Stage 3, GCSE and A-level qualifications. Some of these youngsters have been assisted by their local authorities, others have been studiously ignored.

We are not aware of a single home-learner who is “vulnerable to physical, emotional and psychological harm”, although one can never be complacent.  We work closely not just with the students but with their families and in the vast majority of cases, the families are close-knit, supportive and conscientious in their commitment to a high-quality education within the home environment.

Once again the tragic case of Khyra Ishaq is hauled into the debate, e.g. in the BBC’s report on the Ofsted survey, as if the tragedy would have been averted if the local authorities had had slightly different powers. In that case, the authorities had enough information and enough power to intervene but, for various reasons, did not do so in time.

The obvious lack of education taking place was the least of the apparent problems.  But the authorities had the power to ask the Ishaq family to demonstrate that full-time and appropriate education was in place and, if evidence was not forthcoming, to issue a School Attendance Order. This seems to me to be an appropriate set of safeguards and procedures and it is a shame that they were not observed. For Ofsted to claim that local authorities are unable to deal with home-educated children is disingenuous in the extreme.

Ofsted are best known for their inspections of schools so it should come as no surprise that they are in favour of inspection of homes where home education is (or is not) taking place. At a time when a new government is putting quangoes to the sword,  or, worse still, sending them to Coventry, it is understandable that it should seek to appropriate yet more powers and generate the work that might save a few of their own jobs.

But they are unlikely to get their wish. This is partly because of the near-universal hostility to the idea of inspection amongst the bona fide home-schooling community (e.g. HEAS).  Perhaps more importantly, the timing is all wrong. The Labour government, during three terms in office, might have sought to apply the same level of bureaucratic control to home schooling as it has done to other aspects of education, but it did not do so in the end.

The Con-Lib coalition has a a very different philosophy. At a time when the government is seeking to reduce cost, bureaucracy and the “nanny state”, it is highly unlikely to tamper with the delicate balance of freedoms, controls and responsibilities which is currently applied to the home education sector. In that context, Ofsted’s report will be pereceived as an empty gesture.

Our experience at OHS is that local authorities vary enormously in their treatment of home learners.  Some do not even have the mechanisms to find out from the schools involved that a particular pupil has been withdrawn. It would be a good idea to put effective systems in place, right across the country, to  ensure that schools do  always share this information. Home-educating families can then be positively supported rather than suspiciously monitored and inspected. But there is a world of difference between the provision of resources, tutors and perhaps even funding and the kind of unwelcome control that Ofsted offers.

(Dr) Nicholas Smith,

Principal, Oxford Home Schooling

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Tighter Safeguards for Home Schooling?

Wednesday, July 28th, 2010

Today’s report from the Birmingham Safeguarding Children’s Board, reviewing the tragic case of Khyra Ishak, has once again raised questions about the level of controls applied to families who opt for home schooling.

I was contacted by ITV News who planned to run a report in the main evening news.  To their credit, they asked me to put forward a student or family which was a good example of home schooling. The student needed to be about 11 or 12 and close to London and they wanted to send a camera round in the next half hour. We identified four possible families whom, we believed, would represent the happy face of home schooling and tried to contact them. Two were away, perhaps on holiday, and two said, quite reasonably, that it was much too short notice. In the end, we ran out of time, and were unable to recommend anyone suitable. ITN promised to look elsewhere but they were working, as ever, to a tight deadline, and, as it turned out, they ran the report on national television without any such “balancing” film.

Instead, there was footage of Christopher Spry, a “child abuse survivor”, suggesting that there should be tighter controls. I don’t think the watching audience would have gained a fair sense of the other side of the argument. Nor is there any sign that home schooling was a significant issue in either the Spry or Ishak cases.

The objective seems to be to put pressure on the government yet again to implement the recommendations of the Badman Report. Tim Loughton, the Children’s Minister, was given a brief chance to respond and said “the child did not die as a result of home schooling”.

That is indeed the key point and it is to be hoped that the new government sticks to its guns and resists the misguided pressure to apply heavy-handed controls and safeguards to home learners and their families. Children in desperate situations, like Ishak, require effective intervention and there is no doubt that mistakes were made. But the local authorities already had sufficient powers to make that intervention and it is a story of human error not lax regulation.

Most home-educated children exist at the opposite end of the social spectrum from the unfortunate Khyra Ishak. They pursue their studies within hugely supportive and resourceful families who have positively elected to provide an education within the home. Such children are often remarkably successful, both in terms of qualifications and their overall personal development.

It is not an easy option for the families concerned and it would be a great shame if any were deterred from choosing this option by the threat of “inspection” and the problem of having to justify complex educational choices.  Let’s keep the balance of control and freedom as it is right now.

Dr Nicholas Smith,

Principal, Oxford Home Schooling

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In praise of distance learning

Thursday, July 8th, 2010

In today’s Guardian, Jonathan Woolf reviews the history of distance learning in the UK and the article has been given the somewhat misleading heading:

‘Distance learning: good on costs, not so good for social cohesion’

The sub-heading is also an inaccurate summary of the article that follows:

‘The danger of distance learning is that it may make second-class citizens of students who choose it’

On the contrary, Woolf’s article celebrates much that is good in the history of open learning, notably the contribution of London University’s external degrees. As one who taught on one of these distance learning programmes (via Wolsey Hall, one of its long-lasting agents), I can vouch for their importance in helping learners, in a wide variety of personal situations, rise the social and academic ladder.

Nelson Mandela was one such student in an earlier era but by the 1980s, the London degrees were very much in decline, at least in the UK. The reason was simple – the programmes were not funded in the same way as the Open University.  The latter’s operation was hugely subsidised by the state while London’s far-flung students were generally in receipt of no financial support at all and generally having to pay the full market rate for whatever teaching and textual support they could find.  As far as HE distance learning was concerned, the Open University was granted a virtual monopoly and they have done a great job with that opportunity.

Social isolation is a relative term and these days distance learning is a much less isolated affair if only because technology enables easy and speedy contact between students who are geographically separated.  Distance learners are encouraged by organisations like Oxford Home Schooling and Oxford Open Learning to integrate themselves into the wider community of learners and to share their learning experiences. There are chatrooms and blogs and virtual learning environments where friendships can be made and common interests shared.

Of course, the opportunities could be better still. We hope that the government will embrace the ethos of distance learning, and not just at a Higher Education level.  At modest cost to the state, huge improvements could be made in the infratructure and affordability of distance learning and lead to a revival of the idea of lifelong learning.

Distance learning can help to make first class students of us all.

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Funding for Home Schooling?

Wednesday, July 7th, 2010

With a new government now in office, it is a good time to reconsider the case for government funding for home schooling.

At the moment, funding via the Local Authority (LA) is only available in exceptional circumstances, for instance that the child has special educational needs.  The Dept of Education has  confirmed that this situation has not altered:

“The current financial responsibility for home educated children has not changed, namely, that parents who choose to electively home educate their children assume financial responsibility for their education. ”

As the number of home-educated children has grown rapidly over the last five years, the previous government (after the Badman Review) put forward plans to monitor home-schooled children and there is no doubt that the present government also feels compelled to ensure that there is adequate control over this growing sector. A commitment to funding would demonstrate a greater acceptance of the validity of home education and a desire to facilitate improvements in the educational experience of the home-schooled.  In time, it would stimulate the development of more effective published resources, more varied and systematic teaching resources, technological advances, etc.

The new government has already shown a  commitment to academies and ‘free’ schools, enabling parents to group together to set up a new instituation, with the promise of funding to come.  The home-schooled may not have a central meeting place or regular classrooms but they are an educational grouping which is analogous to a school and just as much in need of institutional support. So funding should be available for them too.

Education Otherwise is one organisation which represents the interests of the home-schooled via the Freedom for Children to Grow Campaign for Home Education, and we are happy to join with them in lobbying for the effective funding in future for the home schooling of children, particularly between the ages of 11 and 16 when it is vital that effective teaching programmes are put in place.

As well as putting our views to Michael Gove, the Minster for Education, it may be worth making a case to Nick Gibb, the Minster of State for Schools, whom the Dept of Education has confirmed has responsibility for home schooling.

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IGCSE and GCSE: what’s the difference?

Wednesday, June 9th, 2010

The recent announcement by Education Secretary, Michael Gove, that state schools will be able to offer IGCSEs (International GCSEs) from September 2010 raises a couple of key questions: ‘what’s the difference between a GCSE and an IGCSE?’ and ‘why has the government given the green light to IGCSE qualifications in state maintained schools?’

What’s the difference between a GCSE and an IGCSE?

General Certificate of Secondary Education examinations (GCSEs) were introduced in 1986 and replaced the previous GCE ‘O’ Level and CSE systems by merging them together.   Coursework became a new feature of assessment, one that teachers rightly regarded with scepticism.  The recent introduction of controlled assessment for coursework attempts to overcome the issue of coursework authentication by making coursework supervision compulsory.

While many employers only recognise A*-C grade GCSEs, others have criticised the qualification as lacking in challenge for more able pupils.  With more and more students achieving A grades, the GCSE exam is widely perceived as getting easier and easier, and lacking an ‘absolute standard’.  GCSEs are offered in England, Wales, and Northern Ireland with Scotland offering its own system of qualifications.  Click here for a full account of the background, controversies and national statistics for GCSE.

IGCSEs were introduced in 1988 and are internationally recognised qualifications. Candidates can sit IGCSE examinations all over the world.  Offering over 70 subjects, IGCSEs are taken in over 120 countries. IGCSEs do not include coursework.  Similar to GCSEs, they are perceived by some as academically more rigorous, and for this reason have recently been adopted by over 300 independent schools in the UK.  In Febuary 2009, 16 Cambridge IGCSE syllabuses received accreditation from Ofqual, the government body that regulates qualifications, exams and tests in England.  IGCSEs are widely accepted by universities and colleges as part of their entry requirements.  IGCSEs are offered by Cambridge and Edexcel exam boards and you can find more information about them on the webpages linked here.

Why has the government given the green light to these qualifications?

As part of its shake up of national qualifications in which academic diplomas are to be dropped, the government is to allow IGCSEs to be taught in state schools.  Schools Minister, Nick Gibb, said that

“schools must be given greater freedom to offer the qualifications employers and universities demand, and that properly prepare pupils for life, work and further study.”

“For too long, children in state maintained schools have been unfairly denied the right to study for qualifications like the IGCSE, which has only served to widen the already vast divide between state and independent schools in this country.

“By removing the red tape, state school pupils will have the opportunity to leave school with the same set of qualifications as their peers from the top private schools – allowing them to better compete for university places and for the best jobs.”  (BBC News, 7 June 2010)

Where can I study for IGCSE qualifications?

IGCSE qualifications are ideal for those wanting to study for national qualifications by distance learning.  Without all the administrative problems that encumber GCSE coursework, IGCSEs offer a practical way forward for those studying at home as assessment is by written exam at test centres world-wide. If you need qualifications to go to college or university, apply for a professional or vocational course, or need say, Maths or English GCSE or IGCSE to apply for a job, then IGCSEs will help you achieve your goal.  At Oxford Home Schooling we offer IGCSEs in

  • Maths
  • English
  • History (Modern World History)
  • Geography
  • French
  • Spanish
  • Accounting
  • Business Studies
  • Economics

Our new courses in Biology, Chemistry, Human Biology, Physics and Science will become available by the end of 2010.  Contact us if you would like to talk about the qualifications you need to move forward.  Your call is free.

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Free “Schools” for the Home-Educated

Friday, May 28th, 2010

Should home-educated children enjoy access to a free education? Just because they no longer attend their local state school, should this mean they have forsaken all rights to low-cost or free educational resources? We at Oxford Home Schooling do not think so.

With the arrival of the new government, there has been renewed talk that parents (amongst others) will be empowered to set up their own schools and be in receipt of state funding.  Plenty of parents and businesses would be interested in trying.  But it is easy to underestimate just how difficult it would be for a goverment to introduce such a scheme. It takes years, decades  even, to build an effective school, even with the most dedicated professionals involved.  A good school is not going to appear overnight and the government is not going to fund thousands of small, ill-conceived schools on the off-chance that some of them will come good in the end.

At best, it may be possible to draw on existing specialised provision within the private sector and bring that into the mainstream. That could certainly be to the advantage of the home education sector because almost all the support organisations, like Oxford Home Schooling, are in the private sector. Such organisations could offer hugely improved facilities if they had additional funds to work with. This might include much more extensive contact with personal tutors, a broader choice of reources, much better use of “expensive” online facilities, and so on. This would help to put home-educated children on a level playing field with their peers in mainstream schools without compromising their much cherished independence.

But we will not be holding our breath. The days of an Oxford Home School nurtured and funded by the state are still a long way off!

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Is your money well spent? Distance learning in today’s market place

Friday, May 28th, 2010

A recent edition of the BBC’s Money Programme  reported on a sharp rise in complaints about distance learning courses. Students are increasingly turning to distance learning courses as a means to achieve new qualifications and skills both to enter, and re-enter, many sectors of employment.  For many, the decision to study for qualifications is a key investment in their future, and they rightly expect a course to deliver on its aims. 

What’s going wrong? 

Over the past year, however, Citizen’s Advice has received over 4,000 complaints about distance learning courses, a 61% increase over the previous year.  In many cases training providers’ claims to deliver high quality learning but the opportunity to achieve good results is not borne out by the course materials or tutor support.  The Trading Standards Institute has investigated complaints which include instances of plagiarism – where course materials are simply cheaply produced copies of self-study books sold over the internet for exorbitant prices -, and others where tutor support is either poor or non-existent.  Dissatisfied students are being encouraged to take action under the Supply of Goods and Services Act, and educational charities are now calling for government regulation of private training providers.

Why is the problem getting worse?

In the current employment market many are keen to broaden their range of employable skills and therefore the demand for training is increasing.  To meet this demand, there is a mass of information available online about training courses, some of it accessible via a helpline on the BBC’s own website.  The databases of training courses that can be consulted online, for example, the government-funded database at www.hotcourses.com also accessible at www.advice-resources.co.uk allows all private, as well as, public sector training providers to upload details of their courses, but the sites themselves give no indication as to the quality of the training provision, provider, course materials, or tutor support.  The information provided is not moderated, nor are there any onsite reviews or evaluation of the courses described.  Is this helpful?  How can users distinguish the good from the bad?

What can you do?

If you are thinking about signing up to a distance learning course, look carefully at training providers’ organisations, course descriptions, tutor support and course materials; ask lots of questions before you sign on the dotted line.  Read the  blog on this site ‘Choosing a course’ : this gives advice on how to ensure that you are choosing the right course for you.  Make sure that the course you sign up to offers:

  • high quality materials (at Oxford Home Schooling you can look through the entire course and return it to us if you are not satisfied, and we will refund you your money);
  • fully qualified, experienced teachers to support you in your learning (all our tutors are fully qualified, experienced teachers of their subject);
  • help with finding a test centre and applying for exams (at OHS we have a dedicated exams officer)
  • someone to turn to when you need advice about your course (at OHS we have a team of student advisers)
  • help with submitting coursework for assessment (at OHS our exams officer and her team will check that all your papers are in order)

At Oxford Home Schooling we have over twenty years’ experience in delivering high quality courses that successfully deliver national qualifications to both adults and younger learners.  For more information contact us, or visit Oxford Home Schooling.  We trust you won’t have cause to complain!

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Famous people who were educated at home: Dame Freya Stark

Wednesday, April 28th, 2010

In the first of our series of famous people who were educated at home, we focussed on Aleen Cust, Britain’s first woman vet.  Aleen grew up during the period that gave rise to the Education Act of 1880 which made school attendance compulsory for all children in Britain between the ages of five and ten.  Although it is no longer compulsory for children in the UK to attend school, every child has a legal right to an education, and many choose to educate their children at home.

Childhood and Education

Dame Freya Stark (1893?-1993), writer and traveller, was born in a Paris studio probably on 31 January 1893, the eldest daughter of Robert Stark, an artist, and his wife, Flora.  While she was a young child her father was busy renovating houses in Devon.  During the summer he painted in Italy where the family rented lodgings at Asolo.  In 1903, her father remained in Devon while her mother settled at Dronero in Italy; he emigrated to Canada in 1911.  Her mother invested in, and managed an Italian silk factory, whose owner later married Freya’s younger sister, Vera. 

Freya was educated at home, and after completing a correspondence course she studied History at Bedford College, University of London, between 1911 and 1914.  She was taken to the Alps in 1913 by William Paton Ker, an English professor to whom she was introduced by friends of her family, and formed a lifelong interest in mountaineering.  During the First World War she trained at Bologna to become a nurse, and on Ker’s advice she joined an ambulance unit in Italy in 1917. 

Travels and Writings

After the war Freya was frequently bedridden with illness, but when she was well enough she went climbing with Ker. Following his death in 1923, she trekked through Europe with a friend, Venetia Buddicom.  In 1924, she became the second woman to climb the east face of Monte Rosa.  While recovering from an ulcer she learned Arabic in order to become a governess in the Middle East, briefly studying Arabic at the School of Oriental Studies in London.  In 1927, Freya lived in the Lebanon for several months and travelled through Syria with Venetia Buddicom.  Her father had given her some money, and she went to visit him twice in Canada before he died in 1931.

After reading about Persia in the British Museum, Freya moved to Baghdad in 1929.  She wore Arab dress and was shunned by British expats.  Her journeys to Lurestan and Mazandaran enabled the War Office to make maps of the area, and her work as a journalist in Baghdad gave her information about the Kurdistan uprisings that she published in The Times.  When she returned to London in 1933 she was celebrated as a female traveller, receiving a grant from the Royal Geographical Society, and becoming the first woman to receive the Burton medal from the Royal Asiatic Society.  Her account of her travels The Valley of the Assassins (1934) was an immediate success.  In 1935, she went to southern Arabia in search of an ancient trade route, and on her return published The Southern Gates of Arabia (1936), which was awarded the Mungo Park Medal by the Royal Scottish Geographical Society.  She returned to Arabia in 1937-8 on an archaeological dig, but fell out with others and returned on her own, riding through the desert on a camel.

During the Second World War Freya joined the Ministry of Information and worked as an expert on south Arabia in Aden, Yemen and Egypt.  She also travelled in Iraq and India, returning from Delhi to Tehran in a government car which she then sold privately.  Although wayward, she was invited by the Ministry to lecture on Palestine in the United States in 1943-4.  She also spoke to women’s groups in India in 1945, and after the war returned to northern Italy where she set up English reading rooms.  She published a series of essays, Perseus in the Wind (1948), and the first volume of her autobiography, Traveller’s Prelude (1950), which includes an account of her early life. 

In 1947, Freya married a diplomatic colleague, Stewart Perowne, and accompanied him on a posting to Barbados, but the marriage was not successful and they separated in 1952.  She continued her autobiography in Beyond the Euphrates (1951), The Coast of Incense (1953), and Dust in the Lion’s Paw (1961).  Between 1974 and 1982 she published eight volumes of her letters at her own expense.  In her later years, she moved away from journalism and government diplomacy and journeyed to places of classical antiquity, following in the footsteps of Alexander the Great and Lucullus.  She made other journeys to Afghanistan and Nepal, went rafting on the Euphrates with a BBC film crew, and horseriding around Annapurna.  She received further medals and honorary doctorates; in 1953 was named CBE, and in 1972 became a dame of the British Empire.  She died in Asolo in 1993.

Freya Stark was an avid and courageous traveller. Biographers attribute her intrepid nature and strong motivation to travel to her early childhood.  Also shaped by her early childhood and education at home, her evocative travel writing continues to be appreciated by readers all over the world.

Source:  Peter Hansen, ‘Stark, Dame Freya Madeline (1893?-1993)’, Oxford Dictionary of National Biography, online edition, May 2009

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Famous people who were educated at home: Aleen Cust, Britain’s first woman vet

Monday, April 26th, 2010

This is the first in an occasional series of articles on famous people who were educated at home.  Of course, before the Elementary Education Act of 1880 which made attendance at school compulsory for children between the ages of 5 and 10, there was no legal requirement for children to be educated at all.  Today, there is no longer a legal requirement for children to attend school, but every child has a legal right to be educated.  So we will focus on people whose families, faced with a choice between home or school, chose for their children to be educated at home. As the first in our series, we have chosen Aleen Cust (1868-1937), who became Britain’s first woman vet. 

Educated at home

Although she began her education slightly before the Education Act of 1880, Aleen grew up at at time when the need for an Education Act was widely acknowledged, drafted, passed in Parliament, and came into being. She was born on 7 February 1868 in Co. Tipperary, Ireland, the fourth of six children of Sir Leopold Cust, a land agent, and his wife, Charlotte (nee Bridgeman).  When her father died in 1878, Aleen became close to the family of her guardian, Major Widdrington, who lived in Northumberland.  The Widdringtons supported her lively, independent spirit and her education at home enabled her to begin training as a nurse at the London Hospital.  Soon afterwards Aleen decided to become a vet and, although her family were not in favour, at the age of 26 she used her small private income to go and study in Edinburgh.  Calling herself Aleen Custance, she lived there very frugally for five  years.  During her first year she gained her entry qualifications and was admitted to the New Veterinary College. There she distinguished herself, winning a gold medal for her studies in her first year.  However, when she applied to sit the first of her professional examinations in May, 1897, the Royal College of Veterinary Surgeons (RCVS) Examination Committee informed her that they did not have the power to admit women to their examinations.  The College council were divided on the issue, and when Aleen’s application was noted in the Veterinary Record just a month before her exam was due to take place, the veterinary profession widely discussed her case. The College took legal advice which was to invite Aleen to issue a writ of mandamus (i.e. to ask the College not to prevent her sitting her exams).  Aleen wanted proceedings to be held in Scotland, but the College refused and so she took it no further.

Practising vet

Aleen completed her training in 1900, and although she could not call herself a veterinary surgeon, she was given a testimonial by the Veterinary College to enable her to obtain a post as an assistant to William Byrne, a vet in Ireland.  She became widely accepted by the profession, but in 1905 again came up against the RCVS when she was appointed by Galway County Council as a part-time veterinary inspector under the Diseases of Animals Act.  The College opposed this appointment because Aleen was not a member, and the Irish department of agriculture would not approve it.  So the post was re-advertised and the county council again appointed Aleen, this time as an ‘inspector’ rather than as a ‘veterinary inspector’.  When William Byrne died in 1910, Aleen took over his practice.  A keen horsewoman, she often rode her horse on veterinary visits to nearby farms.

First World War vet service

In 1915, Aleen left her practice in Ireland to offer her services during the First World War.  Driving her own car to Abbeville in France, she joined a Young Men’s Christian Association (YMCA) establishment based near the army’s veterinary and remount headquarters.  The veterinary corps looked after tens of thousands of horses in transit to and from the front, and Aleen’s considerable experience with equine practice and offer of voluntary service was much welcomed by this hard-pressed team. War Office records show that she was in Queen Mary’s Army Auxiliary Corps in 1918.

Fully qualified vet

The passing of the Sex Disqualification (Removal) Act in 1919 meant that it was no longer possible for professional organisations to exclude women, and the RCVS could no longer withhold membership from Aleen.  When she again applied to sit her examinations, the Committee courteously asked her only to attend for the oral part of the exam.  She was awarded her diploma of membership in 1922, twenty-two years after completing her studies in Scotland.  She returned to Ireland after the War, and then retired to the New Forest in Hampshire in 1924.  Aleen Cust died in 1937.

Aleen’s story is one of remarkable determination to succeed.  Her self-reliance, hard work, and competence to practice as a vet, even under conditions of war, owe much to her early years when her independence and ability were encouraged by her guardian’s family and her education at home.

For further information about Aleen see:

Connie M Ford, Aleen Cust, Veterinary Surgeon: Britain’s First Woman Vet (1900)

Sherwin A. Hall, ‘Cust, Aleen’, Oxford Dictionary of National Biography (2004), accessed online 24/04/2010

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