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Children, Education, and the British Empire, 1899-1950
Savages or Citizens? Children, Education, and the British Empire, 1899-1950 A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF THE UNIVERSITY OF MINNESOTA BY Rachel Ann Neiwert IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY Anna Clark August 2009 © Rachel Ann Neiwert, August 2009 i Acknowledgments I first encountered Charlotte Mason when I was teaching at Intown Community School in Atlanta, Georgia. I am thankful that Intown was a school that valued books and learning and demonstrated those values by giving each teacher a complete set of Charlotte Mason’s books on education. I had no idea that those garishly pink books that sat on my bookshelf would turn out to be the genesis of this dissertation. Special thanks go to Lisa Cadora who nurtured my interest in Mason during my years of teaching there. I have been incredibly fortunate to have wonderful teachers, who encouraged me along the way, including Caitlin Corning and Kerry Irish at George Fox University and Denise Davidson and Ian Christopher Fletcher at Georgia State University. For pointing me in the direction of the University of Minnesota and Anna Clark, Ian Fletcher deserves particular thanks. When he told me he thought I would get along well with Anna, he was certainly right! I have not lacked for wonderful teachers here at the University of Minnesota. Seminars with Andy Elfenbein, Patricia Lorcin, MJ Maynes, and Gloria Raheja gave me space to try out ideas that became the chapters in this dissertation. Hopefully the work here is better for their interest and comments. -
5139P WOMEN SUFFRAGE-PT-Bp.Qxd 13/6/08 12:45 Page 126
5139P WOMEN SUFFRAGE-PT-bp.qxd 13/6/08 12:45 Page 126 UNIT Educating women and 8 girls: the key to success? What is this unit about? This unit focuses on the education of girls and women in this period. It considers the changing educational opportunities open to them and the reasons why these opportunities changed and developed. The education of girls from poor families is addressed, as is that of girls from middle-class and wealthy homes. The opening of higher education to young women is considered. Changing attitudes to the education of girls and young women by the state, by men and by the girls and women themselves, permeate this enquiry. Key questions • How far had the education of women and girls improved during this period? • To what extent did education overturn the ‘separate spheres’ philosophy? Timeline 1850 Frances Mary Buss founded the North London Collegiate School for Ladies 1858 Dorothea Beale became principal of Cheltenham Ladies’ College 1864 Schools Enquiry Commission set up to investigate the education of children from middle-class homes 1865 formation of the Kensington Society 1865 Elizabeth Garrett Anderson becomes first woman on the Medical Register 1869 first women’s college at Cambridge University founded in Hitchin, moving to Girton in 1872 1870 Forster’s Education Act introduced a dual system of education, whereby the state provided schools to fill gaps left by the voluntary sector 1871 Newnham College, Cambridge, founded 1876 Sandon’s Act penalised parents who kept their children away from school Enabling Bill, authorising -
Histoire De L'éducation, 98 | 2003
Histoire de l’éducation 98 | 2003 Les enseignantes XIXe-XXe siècles Examens et professionnalisation Les enseignantes des établissements féminins du secondaire en Angleterre, 1850-1900 Examinations, Professionalism and Female Teachers in Secondary Schools, 1850-1900 Examina, Professionalisierung und Lehrerinnenstand : die Sekundarschulen für Mädchen in England 1850-1900 Andrea Jacobs Traducteur : Céline Grasser Édition électronique URL : https://journals.openedition.org/histoire-education/999 DOI : 10.4000/histoire-education.999 ISSN : 2102-5452 Éditeur ENS Éditions Édition imprimée Date de publication : 1 mai 2003 Pagination : 87-108 ISBN : 2-7342-0950-0 ISSN : 0221-6280 Référence électronique Andrea Jacobs, « Examens et professionnalisation », Histoire de l’éducation [En ligne], 98 | 2003, mis en ligne le 27 mai 2009, consulté le 20 mai 2021. URL : http://journals.openedition.org/histoire- education/999 ; DOI : https://doi.org/10.4000/histoire-education.999 Ce document a été généré automatiquement le 20 mai 2021. © Tous droits réservés Examens et professionnalisation 1 Examens et professionnalisation Les enseignantes des établissements féminins du secondaire en Angleterre, 1850-1900 Examinations, Professionalism and Female Teachers in Secondary Schools, 1850-1900 Examina, Professionalisierung und Lehrerinnenstand : die Sekundarschulen für Mädchen in England 1850-1900 Andrea Jacobs Traduction : Céline Grasser 1 C’est dans la seconde moitié du XIXe siècle que se met en place un système d’examens en Angleterre. Cette évolution est liée de près à la promotion d’une culture méritocratique davantage tournée vers la compétition, au sein de laquelle la compétence joue un plus grand rôle, culture qui est associée à l’influence croissante de la bourgeoisie commerçante, financière et industrielle et au développement de la professionnalisation dans certains groupes de métiers. -
Elisabeth M. Smith Phd Thesis
TO WALK UPON THE GRASS: THE IMPACT OF THE UNIVERSITY OF ST ANDREWS' LADY LITERATE IN ARTS, 1877-1892 Elisabeth Margaret Smith A Thesis Submitted for the Degree of PhD at the University of St Andrews 2014 Full metadata for this item is available in St Andrews Research Repository at: http://research-repository.st-andrews.ac.uk/ Please use this identifier to cite or link to this item: http://hdl.handle.net/10023/5570 This item is protected by original copyright To walk upon the grass: the impact of the University of St Andrews’ Lady Literate in Arts, 1877-1892 Elisabeth Margaret Smith Submitted for the degree of Doctor of Philosophy Institute of Scottish Historical Research School of History The University of St Andrews June 2014 For my parents, to whom this was long ago promised Contents Page List of Tables iii Abstract iv Acknowledgements v-vi Abbreviations vii-viii Chapter 1: A ‘greater liberty of choice’: the LLA in context 1 Reform and changing attitudes to female education in the nineteenth century 2 Continuity and progress: existing provision for girls and women in nineteenth-century England and Wales 8 Continuity and progress: existing provision for girls and women in nineteenth-century Scotland 13 The research context 18 The sources and their interpretation 25 Chapter 2: ‘To the highest pitch possible’: the origins and development of the LLA, 1877-1892 30 Politics and progress in the early years 30 The structure and development of the LLA 42 Chapter 3: ‘Lasses o’ pairts’ or a ‘leisured clientele attracted by scholarly ideals’: who -
The Body of the Imperial Mother: Women, Exercise and the Future of ‘The Race’ in Britain, 1870-1914
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Research Online Kunapipi Volume 23 Issue 1 Article 21 2001 The Body of the Imperial Mother: Women, Exercise and the Future of ‘the Race’ in Britain, 1870-1914 Mandy Treagus Follow this and additional works at: https://ro.uow.edu.au/kunapipi Part of the Arts and Humanities Commons Recommended Citation Treagus, Mandy, The Body of the Imperial Mother: Women, Exercise and the Future of ‘the Race’ in Britain, 1870-1914, Kunapipi, 23(1), 2001. Available at:https://ro.uow.edu.au/kunapipi/vol23/iss1/21 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] The Body of the Imperial Mother: Women, Exercise and the Future of ‘the Race’ in Britain, 1870-1914 Abstract The rise of sport in late-Victorian and Edwardian Britain occurred at a time when the British Empire was at its height. According to J.A. Mangan, ‘A potent education ideology known as athleticism evolved in response to a late Victorian obsession with character and imperialism’ (1992, 3). It was a time when the idea of Empire, and with it an understanding of the supremacy of the English race, had a great grip upon the public imagination, especially that of the middle classes. Connections between male sport and the spread and maintenance of the Empire were often made and widely believed: ‘For many Victorians and Edwardians there was an obvious link between the development of endurance, toughness and courage on English playing fields and pioneering in ustrA alia, preaching in Africa and soldiering in Burma’ (Mangan 1981, 138). -
Education in England and Wales: an Annotated Bibliography. REPORT NO ISBN-0-8240-5943-3 PUB DATE 91 NOTE 616P
DOCUMENT RESUME ED 338 514 SO 021 425 AUTHOR Parker, F:anklin; Parker, Betty June TITLE Education in England and Wales: An Annotated Bibliography. REPORT NO ISBN-0-8240-5943-3 PUB DATE 91 NOTE 616p. AVAILABLE FROMGarland Publishing, Inc., 136 Madison Avenue, New York, NY 10016. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE 141'03/PC25 Plus Postage. DESCRIPTORS Adult Education; Annotated Bibliographies; Educational Administration; Educational History; *Educational Resources; Elementary Secondary Education; Foreign Countries; Higher Education; *International Education; Preschool Education; Teacher Education; *Welsh IDENTIFIERS *England; *Wales ABSTRACT Materials concerning education in England and Wales are presented in this annotated bibliography containing an introduction and 13 topical chapters. The introdaction features a brief history of state education in England and Wales and an essay on educational structure and the school ladder under the Educational Reform Act of 1988 (ERA 88). The chapters in the book are: (1) Education Reform Act of 1988 (ERA 88);(2) Administration; (3) History of Education; (4) Early Childhood Education; (5) Primary (Elementary) Education;(6) Secondary Education;(7) Teacher Education; (8) Higher Education;(9) Postschool (age 16+) Further and Adult Uducation; (10) Vocational Training and Techmtcal Education; (11) Science, Mathematics, and Engineering Education; (12) Wales and Welsh Language; and (13) Women's and Girls' Education. A list of journals used in compiling the bibliography, as well -
Frances Buss and Edward Thring: Teachers, Professionalism and Organisation
Vol. 6, No. 1, April 2010, pp. 39-48 http://reflectingeducation.net Frances Buss and Edward Thring: Teachers, Professionalism and Organisation Andréa Yardley Honess Institute of Education, University of London ABSTRACT The question of why teaching has not wholly been recognised as having professional standing has long been contested, as teachers have fought to gain independence of action and public standing. By exploring the life histories of Frances Buss, founder of the Association of Headmistresses, and Edward Thring, founder of the Headmasters’ Conference, this article aims to provide a historical perspective on the personal, professional and occupational identity of educators. Taking a biographical approach, this article argues that it is the differences in ‘types’ of teachers and the lack of a cohesive ‘teacher identity’ that have hindered the formation of a unified occupational group so necessary for professional recognition. INTRODUCTION “Teaching should cease to be a mere trade – so many hours grudgingly given for so much pay… it should take its place as foremost among the learned professions in which the excellence of work, and not the work’s reward is the object of ambition.” (Buss, in De Bellaigue, 2001 p.979) Writing at a time of considerable educational change, here Frances Buss articulates the aspiration of many teachers to a professional occupational identity; the history of teaching since the early nineteenth century having been punctuated by attempts to gain entry to the category of ‘profession’. Doctors, lawyers and the clergy have gained the status of profession with relative ease but the same cannot be said of teaching. This paper will focus around the argument that the major obstacle to teaching, as an occupation, gaining professional recognition has been teachers’ lack of identification with one another and therefore lack of the cohesion necessary to organise together. -
Me Chalet School and the Lintons 1934 11
Open Research Online The Open University’s repository of research publications and other research outputs Liberating images: A feminist analysis of the girls’ school-story Thesis How to cite: Humphrey, Judith Ann (2000). Liberating images: A feminist analysis of the girls’ school-story. PhD thesis The Open University. For guidance on citations see FAQs. c 2000 The Author Version: Version of Record Link(s) to article on publisher’s website: http://dx.doi.org/doi:10.21954/ou.ro.00004a3d Copyright and Moral Rights for the articles on this site are retained by the individual authors and/or other copyright owners. For more information on Open Research Online’s data policy on reuse of materials please consult the policies page. oro.open.ac.uk , LIBERATING IMAGES A Feminist Analysis of the Girls’ School-Story Doctor of Philosophy: The Open University Faculty of Arts: Department of Literature RESEARCH DEGREES CENTR LIBRARY AUTHORISATION FO Please return this form to the The Research Degrees Centre with the thesis to be deposited with the University Library. All students should complete Part 1. Part 2 only applies to PhD students. Degree: Pi, . D Part 1 Open University Library Authorisation [to be completed by all students] I confirm that I am willing for my thesis to be made available to readers by the Open Universit). Library, and that it may be photocopied, subject to the discretion of the Librarian. Part 2 British Library Authorisation [to be completed by PhD students only] If you want a copy of your PhD thesis to be available on loan to the British Library Thesis Service as and Ivhen it is requested, you must sipa British Library Doctoral Thesis Agreement Form. -
The Body of the Imperial Mother: Women, Exercise and the Future of ‘The Race’ in Britain, 1870-1914
Kunapipi Volume 23 Issue 1 Article 21 2001 The Body of the Imperial Mother: Women, Exercise and the Future of ‘the Race’ in Britain, 1870-1914 Mandy Treagus Follow this and additional works at: https://ro.uow.edu.au/kunapipi Part of the Arts and Humanities Commons Recommended Citation Treagus, Mandy, The Body of the Imperial Mother: Women, Exercise and the Future of ‘the Race’ in Britain, 1870-1914, Kunapipi, 23(1), 2001. Available at:https://ro.uow.edu.au/kunapipi/vol23/iss1/21 Research Online is the open access institutional repository for the University of Wollongong. For further information contact the UOW Library: [email protected] The Body of the Imperial Mother: Women, Exercise and the Future of ‘the Race’ in Britain, 1870-1914 Abstract The rise of sport in late-Victorian and Edwardian Britain occurred at a time when the British Empire was at its height. According to J.A. Mangan, ‘A potent education ideology known as athleticism evolved in response to a late Victorian obsession with character and imperialism’ (1992, 3). It was a time when the idea of Empire, and with it an understanding of the supremacy of the English race, had a great grip upon the public imagination, especially that of the middle classes. Connections between male sport and the spread and maintenance of the Empire were often made and widely believed: ‘For many Victorians and Edwardians there was an obvious link between the development of endurance, toughness and courage on English playing fields and pioneering in ustrA alia, preaching in Africa and soldiering in Burma’ (Mangan 1981, 138).