Tag Archives: The Mechanics Insitute

Birkbeck and the dubious dealings of Francis H. Fowler

In this blog, Ciarán O’Donohue an MPhil/PhD student in the Department of History, Classics and Archaeology, shares the story of the development of a new Birkbeck building in the nineteenth century. This blog is part of our 200th anniversary series.

New building of Birkbeck Institute 1800s

New building of the Birkbeck Institute. ‘Bream’s building, Chancery Lane’

Once the decision had finally been made in 1879 for the Birkbeck Literary and Scientific Institution to fly the nest and leave its original home in Southampton Buildings, Chancery Lane, it took years for the necessary funds to be raised. Rather than move to another existing building and “make do”, Birkbeck’s executive committee was dead set on commissioning a new one. Fund raising was slow. Scarred by the struggles of the mid-nineteenth century, where mounting debts had threatened the Institution with collapse, the Committee set about taking public subscriptions to reduce the costs.

Nevertheless, the risk had to be taken. Birkbeck could remain in its home no longer. A new building, the Committee asserted, was essential to ‘the prosperity and development of the Institution.’ The revival of its fortunes under the leadership of George Norris was such that, by 1879, new applicants were having to be turned down. There simply was not enough room.

Perhaps this explains the expediency with which an architect was selected to build Norris’s dreams. Intriguingly, the Committee decided not to request tenders from architects. Birkbeck’s future was entrusted to one man, Francis Hayman Fowler. Fowler was an internationally famous and reputable theatre architect. Hailed as a “pillar” of the Metropolitan Board of Works (MBW), the forerunner to the London County Council, he had been an important figure in London politics for twenty years.

With his reputation taken into consideration, his selection out of the blue seems above board. It then merely seems incongruous that the Committee asked eighteen different vendors to tender for the job of constructing Fowler’s edifice. Besides, they could not take any risks. After taking into consideration the various pros and cons of each – and making especial note that they were selecting a builder based on a number of factors, not merely who was cheapest – a Mr. Cates was awarded the contract.

During the Committee’s next meeting, the contract was suddenly and inexplicably presented to Messrs. Nightingale. No clarification was forthcoming. A solitary clue remained, however. Amidst the notes of the meeting, a special note was made thanking Fowler ‘for his attendance and explanations.’ These breadcrumbs seemingly amount to nothing, until we look deeper into Francis Hayman Fowler’s conduct.

As Breams Buildings, the Institution’s new home, was being designed and built, the Royal Institute of British Architects was starting to doubt the legitimacy of the Board’s conduct. Three presidents used their inaugural addresses to cast doubt on the legitimacy of the MBW’s processes, in 1879, 1881, and again in 1883. Singled out for particular admonishment were the Building Acts Committee and the theatre subcommittee, of which Fowler was one of only five members. Specifically, other architects suspected Fowler and other members of the MBW of abusing their position in order to gain contracts, or exact payment for advice and services which would then guarantee that projects met final approval with the Board.

Three years after Breams Buildings was completed in 1885, the rumours surrounding Fowler and a number of other architects on the MBW reached a fever pitch. The Financial Times interviewed a number of disgruntled London architects, and boldly declared that the “facts are no secret.” A scandal erupted off the back of the article. Parliament took up the issue. Almost immediately, a Royal Commission was set up to investigate the Board for corruption, and Lord Herschell was appointed its chairman.

What it found was a shock to a great many people. Fowler’s reputation was such ‘that the Commission was genuinely surprised’ that the allegations were true. Fowler certainly was using his positions to exact payments in expectation of serving external interests on the board. Fowler was forced to resign but refused to ‘admit that he had behaved reprehensibly.’

How does all this relate to Birkbeck, you might be asking? Let’s go further down the rabbit hole. Another member of the Board, John Rüntz was also implicated. Only because he was not an architect, the Commission did not find him to be corrupt per se. Nevertheless, Rüntz and Fowler, the Commission asserted, were part of an ‘inner ring’ which exerted control over the affairs of the MBW.

Rüntz had extremely close ties to Birkbeck, spanning several decades. Originally a cabinet maker, he started attending the institution in the 1840s.  By 1848, he had been appointed Master of the Birkbeck school. By 1852, Francis Ravenscroft had co-opted Rüntz onto the board of the Birkbeck Bank. This relationship with Ravenscroft would have brought him in very close range of the Executive Committee, of which Ravenscroft was a dedicated, important (and honest) member. By 1860, Rüntz was a trustee of the Bank. 1868 saw Fowler elected to the Board of Works, and Rüntz became Chairman of the bank’s board.

The close relationship between the two men, and Rüntz’s extensive connections with Birkbeck, may have set the scene for Fowler’s introduction to the Committee at the very least. In such situations, both men would profit, as Fowler would pay for other MBW members for introductions. This is one course of events that may explain the peculiar decision to award Fowler the commission, with no prior interaction and no alternative tenders by other architects. Alternatively, it could all be entirely speculative, creating false links between the dots.

Either way, it is also important to consider the historical context even of dubious dealings. As historian David Owen conceded, architects were one of a number of occupations that were undergoing a gradual process of professionalisation in the Victorian era. An important yet fractious facet of this transformation was the establishment of agreed standards of ethics. Fowler’s case is evidence of this process. Debates were still ongoing concerning what was permissible in obtaining commissions, how to distinguish a justifiable use of connexions, and precisely what constituted a corrupt use of special influence. This is a potent reason for why Fowler might have refused to concede any wrongdoing: he sincerely felt he had acted reasonably. If architects themselves had differing opinions of the basic standards of fairness, furthermore, how were those commissioning work to decide what was honest or not?

Seemingly, although this scandal put an end to Fowler’s political career, it did not put an end to his scheming. Theatre magnate Sefton Parry commissioned Fowler to build the Avenue Theatre in 1882. With inside knowledge from the MBW, who owned the land, Parry financed the theatre with the express intention of having it requisitioned by the South Eastern Railway. Subsequently, he would receive a payout for the value of the theatre; that is, more than he spent on construction. His plan came to nothing. Then, in 1905, something suspicious occurred. Allegedly, the Avenue needed renovation. Parry commissioned Fowler once more. Before the opening night, part of Charing Cross Station collapsed onto the theatre, leaving only its original façade! Parry got his payday after all.

 

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Maths for the Masses

In this blog, Ciarán O’Donohue a PhD student in the Department of History, Classics and Archaeology, discusses the decision to teach mathematics to the first students of the Mechanics Institute. This is part of the 200th anniversary blog series that celebrates the College’s bicentenary in 2023.   

The Massacre of Peterloo

The Massacre of Peterloo. The commander is saying “Down with ’em! Chop ’em down my brave boys; give them no quarter! They want to take our Beef & Pudding from us – & remember the more you kill the less poor rates you’ll have to pay so go on Lads show your courage & your Loyalty!”

Many of us will be familiar with the common questioning of why certain concepts are taught in our schools. Mathematics, and especially its most intricate systems, are often first to face the firing squad. It is not unusual to hear someone discussing education to ask: “Why are we not taught about credit, loans, and tax? I’m never going to use Pythagoras’s Theorem!” Certainly, when the subject of mathematics is brought up, the utility of algebra and theorems are often jovially dismissed as unimportant.

Two centuries ago, the picture was very different. The question of whether mathematics would be useful or dangerous knowledge to teach to the working class was one that was debated extremely seriously. In November 1823, the same month that the London Mechanics’ Institution was founded (which has now come to be named Birkbeck, University of London), Bell’s Weekly Messenger seized upon the propriety of teaching maths to London’s lower orders, lamenting that “the unhappy scepticism in France has been justly ascribed to this cause.” The implication was that teaching maths to the wider populace had caused them to question the order of society, and directly contributed to the French Revolution and its aftermath. Pertinently, this was an order which the British government had spent a fortune, not to mention the lives of hundreds of thousands of British subjects in the Napoleonic Wars to restore.

A revolution in Britain itself was still palpably feared in the 1820s, and its spectre was made more haunting by the Peterloo massacre just four years before this particular article was written, in August 1819. And so, surrounding the foundation of our College, and which subjects were appropriate, a war of words was waged.

The idea of teaching London’s working classes mathematics filled many with visceral dread. It was believed this would cause them to also become questioning like France’s peasants, eventually seeking proof for statements which they had hitherto blindly accepted.

The teaching of mathematics to mechanics, then, was considered by many to be socially, politically, and morally dangerous. Not only might it turn them into a questioning multitude, unwilling to simply accept what they’re told, it might also make them question the very structure of society and push for a semblance of equality. For critics, both outcomes could readily lead to revolution.

Henry Brougham, one of the founders of the College, believed that this catastrophe could be averted by teaching a reified body of knowledge, including a simplified version of mathematics. Writing of geometry, Brougham argued that, rather than “go through the whole steps of that beautiful system, by which the most general and remote truths are connected with the few simple definitions and axioms” it would be sufficient (and indeed safer) if the masses were to learn only the practical operations and general utility of geometry.

Similarly, many religious supporters of extending mathematical education to the mechanics believed that it would make people more religious, not less, if only it were taught in the right way. As God was believed to have created the world, the logic and order inherent in mathematic systems was held to show traces of his hand at work. An appreciation of mathematics and its traceable, systematic connections would thus create a renewed appreciation of God; not to mention for the order of the world as divinely ordained.

Likewise, moralists perceived more benefits in teaching the mechanics mathematics than drawbacks. The issue for them was not if the mechanics were to learn or read, but rather what. The key issue was that the mechanics were already largely literate. The rise of cheap literature, especially of the sentimental and pornographic varieties, preoccupied the minds of moralists and industrialists.

As the lower orders were believed to be motivated primarily by sensuality, learning mathematics was presented as a salve to degeneracy; a way to occupy their time with higher minded pursuits and strengthen their characters against wanton immorality.

Perhaps most worrying was the growing and uncontrollable availability of radical political writings. This more than anything was likely to upset the current order of society. The perceived and highly theoretical disadvantages of a mathematical education were thus infinitely preferable to such a realistic and allegedly growing threat. It was believed that the teaching of mathematics and science through a dedicated course of study, being undertaken as in the evenings, might reduce the time and energy the working man would have to devote to reading political tracts, let alone political activism.

It is, however, worth noting that, although many mechanics were literate, and most had rudimentary mathematical skills, the wider debate was far removed from the reality. Many mechanics required far more elementary lessons in mathematics before the advanced classes could even be attempted.  Although mathematics and science initially formed the centre of the curriculum at Birkbeck in the 1820s, by 1830 the reality of need had been discovered: advanced classes had been removed altogether, and instruction in elementary arithmetic was given to vast numbers of members. This was to continue to be the reality for much of the next 30 years.

How far, then, the raging debates about the inclusion of mathematics in the curricula of new centres for working-class education impacted the trajectory, is still a topic for debate.

Further information: 

 

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