"Propaganda aims to to turn resentment into rebellion or loose coalition into unity." (Mangan, 1986, p. 113)
Contemporary commentators and historians alike have commented on the way patriotic and imperial propaganda 'mushroomed' (Porter, 2004, p. 180) between 1870 and 1914. What is particularly remarked upon is the greater emphasis which was placed on patriotic and imperial themes in schools and youth groups. It is important then to examine this trend, to understand the reasoning and implementation so to be able to make a judgement as to its effectiveness and impact on the young of the day.
When examining the emphasis on patriotic and imperial themes in schools and youth groups it is first important to realize that it is a mistake to treat them as a homogenous whole. Treating Eton or Harrow the same as a school in a working class district of London or any larger industrial city would overlook some important differences in what propaganda was transmitted and how it was transmitted. As Mangan (1986, p. 113) points out, until 1902 there were essentially two different education systems, one encompassing the public schools and the other covering the vast majority of children. Only by accepting this fact can we begin to see clearly how and why values were transmitted and make some judgment as to its effect.
This difference can be seen clearly in the question of teaching materials for schools. A lot of focus has been on the introduction of new subjects in schools, especially the humanities, and the textbooks which were designed to teach these subjects. These text books, according to MacKenzie (1984, p. 177) were to instill a certain set of values; patriotism, good citizenship, and moral training. With a contemporary perception of external weakness and greater threat to Britain's position, it was natural to inspire the class of future leaders, through the example of role models who embodied virtuous and moral lives, to be part of the Imperial enterprise.
Moral Training in the Public Schools. The California Prize Essays.