Pub Date : 2002-01-01DOI: 10.1080/0030923020380208
Jens Jager
White Slavery occupied the imagination of the European and American middle‐class for more than a generation. From the 1880s onwards philanthropists organised a campaign to suppress the trafficking of girls and young women. The governments and the police could not ignore this campaign. International agreements were signed in 1904 and 1910 and specialised branches of police were set up in major European cities. Intensified surveillance and researches by the police demonstrated that a White Slave Trade as described in the media and by philanthropic organisations hardly existed. White Slave Trade was more a vehicle for philanthropists to gain influence on governments as far as moral issues were concerned. For the police and the governments the fight against White Slavery brought a lot of benefits as well: they presented themselves as moral institutions, upholding the needs of the public. Referring back to their superiors, the police could gain more autonomy and importance.
{"title":"International police co-operation and the associations for the fight against white slavery.","authors":"Jens Jager","doi":"10.1080/0030923020380208","DOIUrl":"https://doi.org/10.1080/0030923020380208","url":null,"abstract":"White Slavery occupied the imagination of the European and American middle‐class for more than a generation. From the 1880s onwards philanthropists organised a campaign to suppress the trafficking of girls and young women. The governments and the police could not ignore this campaign. International agreements were signed in 1904 and 1910 and specialised branches of police were set up in major European cities. Intensified surveillance and researches by the police demonstrated that a White Slave Trade as described in the media and by philanthropic organisations hardly existed. White Slave Trade was more a vehicle for philanthropists to gain influence on governments as far as moral issues were concerned. For the police and the governments the fight against White Slavery brought a lot of benefits as well: they presented themselves as moral institutions, upholding the needs of the public. Referring back to their superiors, the police could gain more autonomy and importance.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"38 2-3","pages":"565-79"},"PeriodicalIF":0.5,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923020380208","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26503762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-01-01DOI: 10.1080/0030923020380205
Claudio Pogliano
In its first part this essay shows how a liberal, scientific elite tried to change values, behaviours and life of rural and urban populations during the decades in which the Italian national body had to be built. At that time Italy was still a country plagued by many epidemic and endemic diseases, with high mortality rates, well above the average of the more advanced European regions. Hygiene became the keyword: an ambitious and young discipline that would monitor all the links of man with his environment. The second part sketches a brief profile of the growing community that medical reformers had created, in proposing themselves as essential advisors and planners of the necessary “redemption”. The inaugural addresses read during half a century by university professors of medicine make clear the image their authors wanted to present about themselves and their activities, claiming competencies, right and duties that would enlarge their field considerably.
{"title":"Healing and ruling: medical reformers after the unification of Italy.","authors":"Claudio Pogliano","doi":"10.1080/0030923020380205","DOIUrl":"https://doi.org/10.1080/0030923020380205","url":null,"abstract":"In its first part this essay shows how a liberal, scientific elite tried to change values, behaviours and life of rural and urban populations during the decades in which the Italian national body had to be built. At that time Italy was still a country plagued by many epidemic and endemic diseases, with high mortality rates, well above the average of the more advanced European regions. Hygiene became the keyword: an ambitious and young discipline that would monitor all the links of man with his environment. The second part sketches a brief profile of the growing community that medical reformers had created, in proposing themselves as essential advisors and planners of the necessary “redemption”. The inaugural addresses read during half a century by university professors of medicine make clear the image their authors wanted to present about themselves and their activities, claiming competencies, right and duties that would enlarge their field considerably.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"38 2-3","pages":"485-502"},"PeriodicalIF":0.5,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923020380205","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26505721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2002-01-01DOI: 10.1080/0030923020380110
Nelleke Bakker, Janneke Wubs
This article examines the success of Doctor Benjamin Spock's best selling “The Common Sense Book of Baby and Child Care” (1946). It focuses on the case of the Netherlands during the 1950s. As in the United States, the book immediately became extremely popular after the first Dutch edition was published in 1950. In this case, however, the doctor's success was not at all likely, as conditions that are commonly held responsible were absent. First, the authors discuss the explanations of Spock's popularity in the United States. His book is generally considered an expression of the developing consumerism of the booming American post‐war economy. Secondly, an outline of economic, demographic, social and cultural developments in the Netherlands during the 1950 s shows that arguments relating to economic prosperity do not hold true for the Dutch case. The post‐war years were an era of poverty, scarcity, frugality, order, strictly hierarchical relationships, and a strong influence of religious doctrines on family life. Thirdly, as these conditions did not match with the doctor's secular, fun‐oriented, and allegedly permissive child‐rearing ideal, his advice is compared with Dutch family manuals of the post‐war years. The main difference appears to be Spock's much more positive and optimistic approach to parenting. For Dutch experts parenthood was loaded with difficulties, risks and responsibilities, whereas Spock presented it first of all as a source of pleasure. Therefore, the authors draw the conclusion that young Dutch parents must have felt attracted to an approach to child rearing they could associate with prosperity and success.
{"title":"A mysterious success: Doctor Spock and the Netherlands in the 1950s.","authors":"Nelleke Bakker, Janneke Wubs","doi":"10.1080/0030923020380110","DOIUrl":"https://doi.org/10.1080/0030923020380110","url":null,"abstract":"This article examines the success of Doctor Benjamin Spock's best selling “The Common Sense Book of Baby and Child Care” (1946). It focuses on the case of the Netherlands during the 1950s. As in the United States, the book immediately became extremely popular after the first Dutch edition was published in 1950. In this case, however, the doctor's success was not at all likely, as conditions that are commonly held responsible were absent. First, the authors discuss the explanations of Spock's popularity in the United States. His book is generally considered an expression of the developing consumerism of the booming American post‐war economy. Secondly, an outline of economic, demographic, social and cultural developments in the Netherlands during the 1950 s shows that arguments relating to economic prosperity do not hold true for the Dutch case. The post‐war years were an era of poverty, scarcity, frugality, order, strictly hierarchical relationships, and a strong influence of religious doctrines on family life. Thirdly, as these conditions did not match with the doctor's secular, fun‐oriented, and allegedly permissive child‐rearing ideal, his advice is compared with Dutch family manuals of the post‐war years. The main difference appears to be Spock's much more positive and optimistic approach to parenting. For Dutch experts parenthood was loaded with difficulties, risks and responsibilities, whereas Spock presented it first of all as a source of pleasure. Therefore, the authors draw the conclusion that young Dutch parents must have felt attracted to an approach to child rearing they could associate with prosperity and success.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"37 1","pages":"209-26"},"PeriodicalIF":0.5,"publicationDate":"2002-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923020380110","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"24821193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-01-01DOI: 10.1080/0030923010370302
T Cardoza
Throughout the 19th century, the French army supported and educated the sons of common soldiers known as “enfants de troupe”. The army's chief objectives were to tap this manpower pool for its own uses and to boost army morale by showing that it cared for the families of its defenders. However, during the period 1830‐1845, many officers became increasingly concerned with caring for the children's well‐being, and with providing them with an education beyond practical military training. This concern paralleled similar civilian movements to limit child labor and institute universal primary education, yet the differing cultures and needs of the army and of civilian societies resulted in different approaches to education. Ultimately, the army chose to embrace mutual education with a heavy emphasis on practical training in administrative duties. While officers placed increased emphasis on academic training and on the physical well‐being of the children, the army continued to exploit “enfants de troupe” as “child labor.”
{"title":"Stepchildren of the state: educating enfants de troupe in the French army, 1800-1845.","authors":"T Cardoza","doi":"10.1080/0030923010370302","DOIUrl":"https://doi.org/10.1080/0030923010370302","url":null,"abstract":"Throughout the 19th century, the French army supported and educated the sons of common soldiers known as “enfants de troupe”. The army's chief objectives were to tap this manpower pool for its own uses and to boost army morale by showing that it cared for the families of its defenders. However, during the period 1830‐1845, many officers became increasingly concerned with caring for the children's well‐being, and with providing them with an education beyond practical military training. This concern paralleled similar civilian movements to limit child labor and institute universal primary education, yet the differing cultures and needs of the army and of civilian societies resulted in different approaches to education. Ultimately, the army chose to embrace mutual education with a heavy emphasis on practical training in administrative duties. While officers placed increased emphasis on academic training and on the physical well‐being of the children, the army continued to exploit “enfants de troupe” as “child labor.”","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"37 3","pages":"551-68"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923010370302","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27551631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-01-01DOI: 10.1080/0030923010370109
I D Brice
Recent research into the cultural construction of masculinity has shown it to be not a monolith, but multi‐faceted, contested, and changing over time. Masculinities are institutionalised and practised in many arenas of social life, but schools are especially important in endeavouring to shape and inculcate particular models and codes of masculinity. Historians of education in Britain and Australia have examined how Victorian boys' schools instilled an ideal of manliness, which changed markedly in the late nineteenth century. The English public school code of masculinity was a key feature of Australian boys' schools conducted by the Church of England and other English‐oriented churches and agencies. This article examines some schools established by Scots through the Presbyterian Church, and by the Catholic Church which was overwhelmingly Irish. The period from the 1880s to the First World War is focused upon, to ascertain what distinctive ideals or models ofmanhood may have been transplanted through these ethnic traditions, and the extent to which they differed from, resisted, or adapted to, the prestigious Arnoldian English code, supported as it was by the popular cultural ideal of British Imperial manhood. The question of whether a distinctively Australian model of masculinity was emerging at this time, and which ethnic traditions contributed most to it, is also explored.
{"title":"Ethnic masculinities in Australian boys' schools: Scots and Irish secondary schools in late nineteenth-century Australia.","authors":"I D Brice","doi":"10.1080/0030923010370109","DOIUrl":"https://doi.org/10.1080/0030923010370109","url":null,"abstract":"Recent research into the cultural construction of masculinity has shown it to be not a monolith, but multi‐faceted, contested, and changing over time. Masculinities are institutionalised and practised in many arenas of social life, but schools are especially important in endeavouring to shape and inculcate particular models and codes of masculinity. Historians of education in Britain and Australia have examined how Victorian boys' schools instilled an ideal of manliness, which changed markedly in the late nineteenth century. The English public school code of masculinity was a key feature of Australian boys' schools conducted by the Church of England and other English‐oriented churches and agencies. This article examines some schools established by Scots through the Presbyterian Church, and by the Catholic Church which was overwhelmingly Irish. The period from the 1880s to the First World War is focused upon, to ascertain what distinctive ideals or models ofmanhood may have been transplanted through these ethnic traditions, and the extent to which they differed from, resisted, or adapted to, the prestigious Arnoldian English code, supported as it was by the popular cultural ideal of British Imperial manhood. The question of whether a distinctively Australian model of masculinity was emerging at this time, and which ethnic traditions contributed most to it, is also explored.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"37 1","pages":"139-52"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923010370109","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27397904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-01-01DOI: 10.1080/0030923010370202
M Miles
Since Indian antiquity there is documentation of educational practice that sometimes favoured the inclusion of children with impairments. European schools in India, starting c. 1605, brought little recorded innovation until the late 18th century. Admission of a weak‐minded boy to the Madras Military Orphan Asylum by Andrew Bell in the 1790s suggests a new openness in European‐led schools, with later notes of disabled children being casually integrated. Specific techniques for teaching blind children in ordinary schools began at Calcutta in 1840 with Lucas's script, and in the 1860 s Moon's embossed print was popularised by Jane Leupolt at Benares and Agra. Slighter progress occurred in using Sign Language with deaf children until it became the official medium at Florence Swainson's school at ‘Palamcotta, in the 1890 s. As separate special schooling developed, mainly for economic reasons, a century of experience with inclusive schooling from the 1790s to 1890s passed into oblivion.
{"title":"Including disabled children in Indian schools, 1790s-1890s: innovations of educational approach and technique.","authors":"M Miles","doi":"10.1080/0030923010370202","DOIUrl":"https://doi.org/10.1080/0030923010370202","url":null,"abstract":"Since Indian antiquity there is documentation of educational practice that sometimes favoured the inclusion of children with impairments. European schools in India, starting c. 1605, brought little recorded innovation until the late 18th century. Admission of a weak‐minded boy to the Madras Military Orphan Asylum by Andrew Bell in the 1790s suggests a new openness in European‐led schools, with later notes of disabled children being casually integrated. Specific techniques for teaching blind children in ordinary schools began at Calcutta in 1840 with Lucas's script, and in the 1860 s Moon's embossed print was popularised by Jane Leupolt at Benares and Agra. Slighter progress occurred in using Sign Language with deaf children until it became the official medium at Florence Swainson's school at ‘Palamcotta, in the 1890 s. As separate special schooling developed, mainly for economic reasons, a century of experience with inclusive schooling from the 1790s to 1890s passed into oblivion.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"37 2","pages":"291-315"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923010370202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27495509","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2001-01-01DOI: 10.1080/0030923010370108
J C Albisetti
In the era between the American Civil War and World War I, European observers considered coeducation, especially at the secondary level, to be one of the most remarkable features of American education and society. This article explores how Europeans tried to explain why mixing the sexes could work in the New World but, in the eyes of most, was impossible or unacceptable in their own countries. Although some commentators referred to “race” or ethnicity as the crucial factor that allowed American boys and girls to mingle in school without producing significant immorality, most visitors ultimately saw cultural differences as more important. An intriguing paradox in their perceptions was that many saw the United States as the progressive “land of the future,” but considered coeducation a holdover from primitive frontier conditions.
{"title":"European perceptions of American coeducation, 1865-1914: ethnicity, religion and culture.","authors":"J C Albisetti","doi":"10.1080/0030923010370108","DOIUrl":"https://doi.org/10.1080/0030923010370108","url":null,"abstract":"In the era between the American Civil War and World War I, European observers considered coeducation, especially at the secondary level, to be one of the most remarkable features of American education and society. This article explores how Europeans tried to explain why mixing the sexes could work in the New World but, in the eyes of most, was impossible or unacceptable in their own countries. Although some commentators referred to “race” or ethnicity as the crucial factor that allowed American boys and girls to mingle in school without producing significant immorality, most visitors ultimately saw cultural differences as more important. An intriguing paradox in their perceptions was that many saw the United States as the progressive “land of the future,” but considered coeducation a holdover from primitive frontier conditions.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"37 1","pages":"123-38"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923010370108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27369661","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"\"Danger is looming here.\" Moral panic and urban children's and youth culture in Denmark, 1890-1914.","authors":"C Coninck-Smith","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"35 3","pages":"643-64"},"PeriodicalIF":0.5,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40118382","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"What do literacy rates in the 19th century really signify? New light on an old problem from unique Swedish data.","authors":"A Nilsson","doi":"","DOIUrl":"","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"35 2","pages":"275-96"},"PeriodicalIF":0.5,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40123940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1999-01-01DOI: 10.1080/0030923990350103
S Leberstein
The two decades before the first world war were the �heroic� period for French syndicalism, one that saw it emerge as a major workers� movement pledged to revolution. Syndicalists were highly conscious of their class identity, seeing in class consciousness an essential element of a revolutionary movement. And so they rejected parliamentary politics as a means to the new socialist society that would be organized by a working class they regarded as sufficient in its own right for this task. For syndicalists, then, the spheres of daily life and of political activism tended to coincide, leading the movement to politicize every aspect of French culture. Few aspects of this contested cultural terrain were as important to syndicalists as education. This article explores the wide range of the syndicalist movement's educational project, which encompassed the Bourses du Travail, its most enduring institutional embodiment, as well as student-worker groups, teachers� syndicates, apprenticeship training and model schools. Finally, the article analyzes the question whether this project was an effective means to syndicalist political goals while also considering whether efforts in popular education, teacher unionization and school reform were valuable in their own right
{"title":"Schools of revolt: syndicalist education and workers' culture in pre-World War I France.","authors":"S Leberstein","doi":"10.1080/0030923990350103","DOIUrl":"https://doi.org/10.1080/0030923990350103","url":null,"abstract":"The two decades before the first world war were the �heroic� period for French syndicalism, one that saw it emerge as a major workers� movement pledged to revolution. Syndicalists were highly conscious of their class identity, seeing in class consciousness an essential element of a revolutionary movement. And so they rejected parliamentary politics as a means to the new socialist society that would be organized by a working class they regarded as sufficient in its own right for this task. For syndicalists, then, the spheres of daily life and of political activism tended to coincide, leading the movement to politicize every aspect of French culture.\u0000\u0000Few aspects of this contested cultural terrain were as important to syndicalists as education. This article explores the wide range of the syndicalist movement's educational project, which encompassed the Bourses du Travail, its most enduring institutional embodiment, as well as student-worker groups, teachers� syndicates, apprenticeship training and model schools. Finally, the article analyzes the question whether this project was an effective means to syndicalist political goals while also considering whether efforts in popular education, teacher unionization and school reform were valuable in their own right","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"35 1","pages":"23-39"},"PeriodicalIF":0.5,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0030923990350103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40118394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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