Admission Register Entry for Isaac Cohen, 1915

Admission Register Entry for Isaac Cohen, 1915

Reference: NRO/00820/B/10 p. 2993

Suggested age groups: KS2, KS3, KS4, lifelong learners

Subject areas: History, Literacy, Geography

CONTEXT

At the beginning of the nineteenth century a child who committed a crime was tried in the same court as an adult. If the judge or magistrate sentenced them to prison, they would be sent to the same prison as adult criminals.

Some campaigners, such as Mary Carpenter, argued that children should be kept away from adult criminals so that they did not learn bad habits from them. She also said that children should be given training and be allowed to play.

Pressure from campaigners led to Parliament passing the Reformatory Schools Act in 1854. The Act allowed reformatory schools to be set up and for them to be officially inspected. Magistrates could send children under the age of 16 to these schools, instead of to prison.

A reformatory school was set up in Newcastle in 1853, just before the Act passed through Parliament. The school was moved to Netherton, near Morpeth, in 1857. In 1933 Netherton became an “Approved School”, which replaced reformatories and industrial schools. Netherton continued to be a residential school for boys well into the 1980s.

A page like this was filled out by the staff at Netherton when a new boy arrived at the school. It includes a lot of information about him, his family and why he had been sent to Netherton.

The top of the page includes personal information, such as name, age (15 years 7 months) and physical appearance (what the boy looked like). Isaac was known by the family names Cohen and Potsheaves. It may have been that his family changed or adapted their name when they came to England.

The middle of the first page (“OFFENCE”) includes the details of his crime: breaking into the shop of J Wardrill and stealing four gents’ watches. It also shows that he had been in trouble before (“Previous convictions”) for stealing money from gas meters. Gas was often used to heat and light people’s homes at this time and houses would often have a meter. Money would be put into the meter to pay for the gas in a “pay-as-you-go” system.

Towards the bottom of the first page, Issac’s religion has been recorded. (“RELIGIOUS DENOMINATION”) The word “Hebrew” has been written down, meaning that Isaac was Jewish. Boys from all over the country were sent to Netherton because it was one of the only reformatories in England to accept Jewish boys. A rabbi came from Newcastle to look after the boys’ religious education.

At the top of the second page is a list of Isaac’s family members, including his mother, father, three brothers and three sisters. From this information, it is possible to find the family on the 1911 census. The census shows that Isaac’s parents, David and Fanny (or Anne), came from Grodno, Russia (now Belarus). All of their children on the census were born in England and so they probably arrived in the country in about 1899.

ACTIVITIES

ACTIVITY 1

Background

Isaac Cohen, from Hull, arrived at Netherton in 1915, aged 15 and 7 months. He was sentenced to stay there until he was 19 for the crime of stealing watches.

SEE

See: How old was Isaac Cohen when he arrived at Netherton?
See: How long was Isaac’s sentence at Netherton?
See: What crime did Isaac commit?
See: What crimes had Isaac committed previously?
See: How was Isaac’s character described?
See: What was Isaac’s religion?
See: Where did Isaac live before he was sent to Netherton?

THINK

Think: Why might Isaac’s family have changed their name?
Think: Why was Netherton one of the few reformatory schools to take in Jewish boys?
Think: Why might Isaac’s brothers not have been at school?
Think:  Think about how Isaac is described in the register entry. Using what you have learned about reform school, do you think he would have returned to crime after he completed his sentence?

DO

Do: Use Google Maps to find Isaac’s family home. Do you think the street has changed a lot since Isaac lived there? What can you learn about Isaac’s circumstances by looking at where he lived?
Do: Use Google Maps to find Netherton. What route might Isaac have taken to get from Hull to Netherton? How might he have travelled?
Do: Research some of the main reasons crimes were committed during this time period. How does Isaac’s crime fit with the crime trend of the time?
Do: Look up Isaac’s family on the 1911 census. What can you learn about Isaac’s family life from this?
Do: Look up the Jewish migration from Eastern to Western Europe during the early twentieth century. What might have prompted Isaac’s family to move to Britain? How might this have impacted British views towards Eastern European immigrants?
Do: How might Isaac have felt about going to Netherton? Write a list of the positive and negative points of being sent to reform school. Consider what the boys have access to at Netherton, what the living conditions were like there, and how this differs from their home life and personal circumstances.
Do: Write a monologue as though you are Isaac and have just arrived at Netherton. Describe what you are feeling and thinking about spending the next few years at Netherton away from your family home. You could use your list of positive and negative points to help you write the monologue.

Resources

ACTIVITY 2

Background

At the beginning of the nineteenth century a child who committed a crime was tried in the same court as an adult. If the judge or magistrate sentenced them to prison, they would be sent to the same prison as adult criminals. Pressure from campaigners led to Parliament passing the Reformatory Schools Act in 1854. The Act allowed reformatory schools to be set up and for them to be officially inspected. Magistrates could send children under the age of 16 to these schools, instead of to prison.

SEE

See: How were child criminals tried and sentenced in the early nineteenth century?
See: Why did campaigners want to keep child criminals separate from adult criminals?
See: What did Mary Carpenter say children should be given, rather than being sent to prison with adults?
See: When was the Reformatory Schools Act passed?
See: Who could be sent to reformatory school?

THINK

Think: What were Mary Carpenter’s education principles and methods?
Think: How were Mary Carpenter’s education principles and methods different to the general principles of the time?
Think: What was the purpose of reformatory school?
Think: What were the conditions like in reformatory school?
Think: What were the rules and regulations of reformatory school?
Think: What would the children have spent their time doing at reformatory school?

DO

Do: In small groups, debate whether or not introducing reformatory schools was the right way to punish child criminals.
Do: Using the information provided by the Children’s Homes website, draw up a plan of Netherton.

Resources

OTHER ONLINE RESOURCES

The National Archives website, page on “Victorian Children in Trouble”: https://www.nationalarchives.gov.uk/education/resources/victorian-children-in-trouble/

Infed.org website, page about Mary Carpenter and her ideas about education: https://infed.org/mobi/mary-carpenter-reformatory-schools-and-education/

Northumberland Archives blog, page about Netherton Reformatory: https://northumberlandarchives.com/test/2015/03/30/netherton-reformatory-one-mans-first-world-war-story-david-eckstein/

Children’s Homes website, page with history of Netherton Reformatory: http://childrenshomes.org.uk/NethertonRfy/

Children’s Homes website, page with general information about reformatories: http://childrenshomes.org.uk/Rfy/

Children’s Homes website, page with model rules and regulations (1890): http://childrenshomes.org.uk/rules/Rfy.shtml

Ancestry (subscription) family history website, including 1911 census: www.ancestry.co.uk