Pub Date : 2001-01-01DOI: 10.1080/00467600150202403
M Nolan
A number of states introduced domestic science for girls by regulation into national school systems in the early twentieth century. In Britain, North America and Australasia a debate has developed over the extent to which these regulations were a blueprint for the state’s imposition of domesticity on women. However, the debate concentrates on the domestic education blueprints. It assumes that the regulations were simply implemented. This was not an assumption that a group of New Zealand schoolgirl editors of the Wellington Girls’ High School magazine made in 1918 :
{"title":"Putting the state in its place: the domestic education debate in New Zealand.","authors":"M Nolan","doi":"10.1080/00467600150202403","DOIUrl":"https://doi.org/10.1080/00467600150202403","url":null,"abstract":"A number of states introduced domestic science for girls by regulation into national school systems in the early twentieth century. In Britain, North America and Australasia a debate has developed over the extent to which these regulations were a blueprint for the state’s imposition of domesticity on women. However, the debate concentrates on the domestic education blueprints. It assumes that the regulations were simply implemented. This was not an assumption that a group of New Zealand schoolgirl editors of the Wellington Girls’ High School magazine made in 1918 :","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"30 1","pages":"13-33"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00467600150202403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27195766","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: 10.1080/00467600010012445
K Myers
The historical silence on refugee schooling The twentieth century has been called the century of the refugee. The sheer size, scope and persistence of refugee movements have been a de® ning feature of the last hundred years because at no other time in history have people so regularly been forced to ̄ ee their homes in search of safety. The unprecedented scale of refugees across the world has attracted the attention of scholars in a range of disciplines: in international law, population and demographic studies and political science and history for example. However, in the history of education, the de® ning feature of the twentieth century can hardly be traced at all. For those who are interested in how refugees settle, teach and learn in a new country, the (British) history of education will reveal nothing of interest. Despite the fact that education has long been seen as a critical experience for refugees, historians of education have resolutely ignored the presence of refugees in Britain. In existing history of education texts it is almost impossible to ® nd even an index reference or a footnote that might indicate the presence of refugees in any educational setting. With the notable exception of some recently published articles, the educational spaces created for and by refugees, and their experiences in these spaces, remain hidden from history. To some extent the historical silence on refugee schooling can be explained by reference to a research tradition that has mainly concentrated on `big themes’ at the expense of a more socially inspired history of education. So whilst, for example, the development of state schooling, the curriculum and the policy process are prominent and easily recognizable themes in the history of education, the lived experiences of teachers and pupils in the classroom remain rather more obscure. Harold Silver argues that one result of the existing emphasis on a number of well-established
{"title":"The hidden history of refugee schooling in Britain: the case of the Belgians, 1914-18.","authors":"K Myers","doi":"10.1080/00467600010012445","DOIUrl":"https://doi.org/10.1080/00467600010012445","url":null,"abstract":"The historical silence on refugee schooling The twentieth century has been called the century of the refugee. The sheer size, scope and persistence of refugee movements have been a de® ning feature of the last hundred years because at no other time in history have people so regularly been forced to ̄ ee their homes in search of safety. The unprecedented scale of refugees across the world has attracted the attention of scholars in a range of disciplines: in international law, population and demographic studies and political science and history for example. However, in the history of education, the de® ning feature of the twentieth century can hardly be traced at all. For those who are interested in how refugees settle, teach and learn in a new country, the (British) history of education will reveal nothing of interest. Despite the fact that education has long been seen as a critical experience for refugees, historians of education have resolutely ignored the presence of refugees in Britain. In existing history of education texts it is almost impossible to ® nd even an index reference or a footnote that might indicate the presence of refugees in any educational setting. With the notable exception of some recently published articles, the educational spaces created for and by refugees, and their experiences in these spaces, remain hidden from history. To some extent the historical silence on refugee schooling can be explained by reference to a research tradition that has mainly concentrated on `big themes’ at the expense of a more socially inspired history of education. So whilst, for example, the development of state schooling, the curriculum and the policy process are prominent and easily recognizable themes in the history of education, the lived experiences of teachers and pupils in the classroom remain rather more obscure. Harold Silver argues that one result of the existing emphasis on a number of well-established","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"30 2","pages":"153-62"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00467600010012445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27306357","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: 10.1080/00467600010002103
A Bloomfield
In 1910, Cecil Sharp (1859± 1924) , as an Inspector of Training for Teachers at the Board of Education, wrote, ìn order that a boy or girl may become a good Englishman, or a good Englishwoman, training in English characteristics must be a prominent feature in educationÐ English History, English games, English ideals are of the utmost importance. A wholly national and, at the same time, a wholly spontaneous expression is found in folk-dances and songs.’ Sharp became the driving force behind the English folk-dance revival which commenced during the early years of the twentieth century and emanated from the work of the Folk-Song Society which had been founded in 1898. When the English Folk-Dance Society was established in 1911 its purpose was to disseminate a knowledge of English Folk-Dances, Singing Games and Folk-Songs and to encourage the practice of them in their traditional forms. The Society, with its sta of quali® ed teachers, local correspondents and several regional branches, provided instruction, resources and vocational courses at the Shakespeare Memorial Theatre, Stratford-upon-Avon. The Society promoted folk-dance in educational and recreative contexts and gave practical help by arranging classes, demonstrations and competitions. The quickening of the national spirit through dance did not become a living reality until a systematic e ort to recover what had virtually become an extinct dance heritage was undertaken by Cecil Sharp, who based his theories on those of Sir James Frazer, an anthropologist and folklorist. Sharp had been collecting folk songs in Oxfordshire in 1899 when he encountered a group of morris dancers from Headington. Although ® ve years lapsed between this meeting and the eventual reconstruction, demonstration and teaching of the dances to others, the role of folk-dance collector and disseminator soon emerged as the major commitment in his life. He searched the countryside, befriended village elders and persuaded them to whistle or play the tunes to him and to show or describe dance steps and ® gures. He
{"title":"The quickening of the national spirit: Cecil Sharp and the pioneers of folk-dance revival in English state schools (1900-26).","authors":"A Bloomfield","doi":"10.1080/00467600010002103","DOIUrl":"https://doi.org/10.1080/00467600010002103","url":null,"abstract":"In 1910, Cecil Sharp (1859± 1924) , as an Inspector of Training for Teachers at the Board of Education, wrote, ìn order that a boy or girl may become a good Englishman, or a good Englishwoman, training in English characteristics must be a prominent feature in educationÐ English History, English games, English ideals are of the utmost importance. A wholly national and, at the same time, a wholly spontaneous expression is found in folk-dances and songs.’ Sharp became the driving force behind the English folk-dance revival which commenced during the early years of the twentieth century and emanated from the work of the Folk-Song Society which had been founded in 1898. When the English Folk-Dance Society was established in 1911 its purpose was to disseminate a knowledge of English Folk-Dances, Singing Games and Folk-Songs and to encourage the practice of them in their traditional forms. The Society, with its sta of quali® ed teachers, local correspondents and several regional branches, provided instruction, resources and vocational courses at the Shakespeare Memorial Theatre, Stratford-upon-Avon. The Society promoted folk-dance in educational and recreative contexts and gave practical help by arranging classes, demonstrations and competitions. The quickening of the national spirit through dance did not become a living reality until a systematic e ort to recover what had virtually become an extinct dance heritage was undertaken by Cecil Sharp, who based his theories on those of Sir James Frazer, an anthropologist and folklorist. Sharp had been collecting folk songs in Oxfordshire in 1899 when he encountered a group of morris dancers from Headington. Although ® ve years lapsed between this meeting and the eventual reconstruction, demonstration and teaching of the dances to others, the role of folk-dance collector and disseminator soon emerged as the major commitment in his life. He searched the countryside, befriended village elders and persuaded them to whistle or play the tunes to him and to show or describe dance steps and ® gures. He","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"30 1","pages":"59-75"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00467600010002103","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27272635","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: 10.1080/00467600010029339
N Daglish
A characteristic feature of the burgeoning industrial state in Victorian Britain was the widespread use of child labour. Regulated and seemingly safeguarded by factory legislation, especially after the introduction of the concept of the half-timer, the general acceptance of this type of labour re ̄ ected and reinforced the meaning of childhood which had prevailed at the beginning of the century in that it was ambiguous and certainly not universally recognized. As the population of England and Wales soared from 8.9 to 32.5 million during the century, and the cohort of under 15-year-olds grew, so too did the number of child labourers, reaching a peak between 1874 and 1876. Uncertainty reigned as far as total numbers involved were concerned but in 1875 the number of half-timers alone stood at around 200,000, with 67,000 employed in the Lancashire cotton industry. By the end of the century, however, the combined eŒects of the implementation of a national, compulsory elementary education system from 1870, changes made to the Factory Acts in 1874 and subsequently, plus the impact of technological changes upon production processes had produced a gradual reduction in the number of child labourers. In 1901 it was estimated that there were 300,000 children under the age of 14 being employed, a third of whom were half-timers. At the same time, the continued impact of a national economic depression which had started in the 1870s, coupled with Britain’s loss of its prime position in the international arena, resulted in employers adopting a more aggressive attitude towards wage costs and labour productivity. This had involved an increasing use of `boy labour’ but with mounting adult unemployment and underemployment concern grew about a possible causal link between these phenomena. One consequence was that the use of child labour became a matter of public debate, accompanied by the publication of a vast amount of material, and involved con ̄ icting concepts of the child:
{"title":"Education policy and the question of child labour: the Lancashire cotton industry and R.D. Denman's Bill of 1914.","authors":"N Daglish","doi":"10.1080/00467600010029339","DOIUrl":"https://doi.org/10.1080/00467600010029339","url":null,"abstract":"A characteristic feature of the burgeoning industrial state in Victorian Britain was the widespread use of child labour. Regulated and seemingly safeguarded by factory legislation, especially after the introduction of the concept of the half-timer, the general acceptance of this type of labour re ̄ ected and reinforced the meaning of childhood which had prevailed at the beginning of the century in that it was ambiguous and certainly not universally recognized. As the population of England and Wales soared from 8.9 to 32.5 million during the century, and the cohort of under 15-year-olds grew, so too did the number of child labourers, reaching a peak between 1874 and 1876. Uncertainty reigned as far as total numbers involved were concerned but in 1875 the number of half-timers alone stood at around 200,000, with 67,000 employed in the Lancashire cotton industry. By the end of the century, however, the combined eŒects of the implementation of a national, compulsory elementary education system from 1870, changes made to the Factory Acts in 1874 and subsequently, plus the impact of technological changes upon production processes had produced a gradual reduction in the number of child labourers. In 1901 it was estimated that there were 300,000 children under the age of 14 being employed, a third of whom were half-timers. At the same time, the continued impact of a national economic depression which had started in the 1870s, coupled with Britain’s loss of its prime position in the international arena, resulted in employers adopting a more aggressive attitude towards wage costs and labour productivity. This had involved an increasing use of `boy labour’ but with mounting adult unemployment and underemployment concern grew about a possible causal link between these phenomena. One consequence was that the use of child labour became a matter of public debate, accompanied by the publication of a vast amount of material, and involved con ̄ icting concepts of the child:","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"30 3","pages":"291-308"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00467600010029339","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27317222","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: 10.1080/00467600110042243
M C Coleman
`Su ce it to say’ , wrote Irish charter school pupil Thomas Moyle in 1824, t̀hat the children are used wretchedly . . . while the masters live in the most splendid manner’ . So courageously and acutely did the 18-year-old teacher trainee recount his educational experiences, that the Commissioners of Irish Education Enquiry published his letter in their First Report of 1825. Members of this royal commission also questioned him and a small number of other charter school pupils of both sexes during their investigations, publishing the apparently verbatim interviews in appendices to the report. The present paper will utilize these ® rst-person accounts to analyse the responses of the pupilsÐ I will also refer to them as boys and girls, although many were in their late teens by the time of interviewÐ to a school system which by 1825 was receiving increasing criticism in both Ireland and England. The paper will suggest the importance of children, so often ignored, in the history of educational developments; little, for example, has been written on Irish educational history from pupil perspectives. The charter school witnesses were more than merely passive victims, they acted, and their evidence mattered, as Parliament considered educational alternatives for Ireland, recently united with Britain in the 1801 Act of Union. While not systematically comparative, the paper will nevertheless suggest relevant comparisons with the experiences of pupils confronting similar educational regimes. My study also has a methodological point to make. Although di cult to obtain, pupil perspectives, especially when contemporaneous with the events described, are especially important to historians of education. We cannot interview children from distant eras, and are thus often forced to rely on later adult reminiscences of schooling. Often, as I suggest below, such long-term reminiscences are problematic as evidence, even when we can secure an adequate number for analysis. So, although the charter schools were a tiny minority of all educational establishments in early nineteenth-century Ireland, the evidence given by their pupils to the Commissioners allows us glimpses of the complex and sometimes remarkable ways in which supposedly passive children perceived, responded to, and even resisted a harsh school regime. By presenting and examining their recorded words here, I hope to stimulate
{"title":"\"The children are used wretchedly\": pupil responses to the Irish charter schools in the early nineteenth century.","authors":"M C Coleman","doi":"10.1080/00467600110042243","DOIUrl":"https://doi.org/10.1080/00467600110042243","url":null,"abstract":"`Su ce it to say’ , wrote Irish charter school pupil Thomas Moyle in 1824, t̀hat the children are used wretchedly . . . while the masters live in the most splendid manner’ . So courageously and acutely did the 18-year-old teacher trainee recount his educational experiences, that the Commissioners of Irish Education Enquiry published his letter in their First Report of 1825. Members of this royal commission also questioned him and a small number of other charter school pupils of both sexes during their investigations, publishing the apparently verbatim interviews in appendices to the report. The present paper will utilize these ® rst-person accounts to analyse the responses of the pupilsÐ I will also refer to them as boys and girls, although many were in their late teens by the time of interviewÐ to a school system which by 1825 was receiving increasing criticism in both Ireland and England. The paper will suggest the importance of children, so often ignored, in the history of educational developments; little, for example, has been written on Irish educational history from pupil perspectives. The charter school witnesses were more than merely passive victims, they acted, and their evidence mattered, as Parliament considered educational alternatives for Ireland, recently united with Britain in the 1801 Act of Union. While not systematically comparative, the paper will nevertheless suggest relevant comparisons with the experiences of pupils confronting similar educational regimes. My study also has a methodological point to make. Although di cult to obtain, pupil perspectives, especially when contemporaneous with the events described, are especially important to historians of education. We cannot interview children from distant eras, and are thus often forced to rely on later adult reminiscences of schooling. Often, as I suggest below, such long-term reminiscences are problematic as evidence, even when we can secure an adequate number for analysis. So, although the charter schools were a tiny minority of all educational establishments in early nineteenth-century Ireland, the evidence given by their pupils to the Commissioners allows us glimpses of the complex and sometimes remarkable ways in which supposedly passive children perceived, responded to, and even resisted a harsh school regime. By presenting and examining their recorded words here, I hope to stimulate","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"30 4","pages":"339-57"},"PeriodicalIF":0.5,"publicationDate":"2001-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00467600110042243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"27564593","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 : 2000-01-01DOI: 10.1080/00467600050120333
B M Franklin
{"title":"Women's voluntarism, special education, and the Junior League: \"social motherhood\" in Atlanta, 1916-1968.","authors":"B M Franklin","doi":"10.1080/00467600050120333","DOIUrl":"https://doi.org/10.1080/00467600050120333","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"29 5","pages":"415-28"},"PeriodicalIF":0.5,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/00467600050120333","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"26374754","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}
The New Education Fellowship (NEF) was a voluntary but in ̄ uential organization established in 1921 by Mrs Beatrice Ensor, whose theosophical connections were used to launch it on an international scale. It aimed to create and disseminate new pedagogic practices as the necessary foundation for future world unity and democracy. The NEF de® ned `New Education’ as a critique of the prevailing system of education epitomized by the Public Schools and as a positive philosophy of a childcentred pedagogy. The NEF was unique in a number of ways, which enhanced its scope and in ̄ uence, constituting a new discursive formation in education. First, it created an international intellectual ® eld over the next 30 years. Second, it brought together a range of related professions, namely, teachers, teacher-trainers , academic experts, educational administrators , psychologists and psychiatrists. Third, it had connections with the state at local level through the membership and at national level via representation on government committees, although its in ̄ uence varied between countries. Fourth, it achieved international recognition, initially representing the educational wing of the League of Nations and later for its role in launching UNESCO. Fifth, it included parents in the belief that New Education should embrace all aspects of the child’ s life. This article traces the emancipatory interests of New Education from 1920 to 1950. The concept of `emancipatory interests’ derives from Habermas, who speci® ed the connections between knowledge and human interests. His notion of critical theory underpins emancipatory interests, incorporating the dialectic of critique and self-re ̄ ection as a guide to the positive transformation of conditions of distorted individual or institutional communication. Habermas’s concept of emancipatory interests re ̄ ects the similarity of objectives for critical theory and New Education. New Education implied a critique of the existing system of education, recognizing its limitations but also using this knowledge as a basis for the realization of the educational interests of children in the reconstruction of society. There is also similarity in the reliance on psychoanalysis in Habermas’s work and in the science of New Education. Ewert, in his review of the application of Habermas’s theories in education, stresses that critical theory is useful in its emphasis on emancipation and action in the unity of theory and practice. He argues that `critical education science focuses on the constant transformation of educational practice to achieve the two goals of enlightenment and emancipation’ . Thus, the validity of the theory depends upon its ability to describe, criticize and transform social practices.
{"title":"New education and its emancipatory interests (1920-1950).","authors":"C Jenkins","doi":"10.1080/004676000284427","DOIUrl":"https://doi.org/10.1080/004676000284427","url":null,"abstract":"The New Education Fellowship (NEF) was a voluntary but in ̄ uential organization established in 1921 by Mrs Beatrice Ensor, whose theosophical connections were used to launch it on an international scale. It aimed to create and disseminate new pedagogic practices as the necessary foundation for future world unity and democracy. The NEF de® ned `New Education’ as a critique of the prevailing system of education epitomized by the Public Schools and as a positive philosophy of a childcentred pedagogy. The NEF was unique in a number of ways, which enhanced its scope and in ̄ uence, constituting a new discursive formation in education. First, it created an international intellectual ® eld over the next 30 years. Second, it brought together a range of related professions, namely, teachers, teacher-trainers , academic experts, educational administrators , psychologists and psychiatrists. Third, it had connections with the state at local level through the membership and at national level via representation on government committees, although its in ̄ uence varied between countries. Fourth, it achieved international recognition, initially representing the educational wing of the League of Nations and later for its role in launching UNESCO. Fifth, it included parents in the belief that New Education should embrace all aspects of the child’ s life. This article traces the emancipatory interests of New Education from 1920 to 1950. The concept of `emancipatory interests’ derives from Habermas, who speci® ed the connections between knowledge and human interests. His notion of critical theory underpins emancipatory interests, incorporating the dialectic of critique and self-re ̄ ection as a guide to the positive transformation of conditions of distorted individual or institutional communication. Habermas’s concept of emancipatory interests re ̄ ects the similarity of objectives for critical theory and New Education. New Education implied a critique of the existing system of education, recognizing its limitations but also using this knowledge as a basis for the realization of the educational interests of children in the reconstruction of society. There is also similarity in the reliance on psychoanalysis in Habermas’s work and in the science of New Education. Ewert, in his review of the application of Habermas’s theories in education, stresses that critical theory is useful in its emphasis on emancipation and action in the unity of theory and practice. He argues that `critical education science focuses on the constant transformation of educational practice to achieve the two goals of enlightenment and emancipation’ . Thus, the validity of the theory depends upon its ability to describe, criticize and transform social practices.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"29 2","pages":"139-51"},"PeriodicalIF":0.5,"publicationDate":"2000-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/004676000284427","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28068812","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}
The teachers in charge[of evacuation]are performing national service of the highest importance. … The successful maintenance of the morale and the steadying of nerves of the civil population will be worth several battles to the nation, and in the early critical days of a war this will depend largely upon the teachers, to whom the children and their parents will look for guidance, inspiration and support.
{"title":"\"Saving the nation's children\": teachers, wartime evacuation in England and Wales and the construction of national identity.","authors":"P Cunningham, P Gardner","doi":"10.1080/004676099284654","DOIUrl":"https://doi.org/10.1080/004676099284654","url":null,"abstract":"The teachers in charge[of evacuation]are performing national service of the highest importance. … The successful maintenance of the morale and the steadying of nerves of the civil population will be worth several battles to the nation, and in the early critical days of a war this will depend largely upon the teachers, to whom the children and their parents will look for guidance, inspiration and support.","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"28 3","pages":"327-37"},"PeriodicalIF":0.5,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/004676099284654","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"29627194","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":"Strategies of women teachers 1860-1920: feminization in Dutch elementary and secondary schools from a comparative perspective.","authors":"M VanEssen","doi":"10.1080/004676099284546","DOIUrl":"https://doi.org/10.1080/004676099284546","url":null,"abstract":"","PeriodicalId":46890,"journal":{"name":"History of Education","volume":"28 4","pages":"413-33"},"PeriodicalIF":0.5,"publicationDate":"1999-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/004676099284546","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"29627191","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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