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1
Nover, Stephen Michael. "History of language planning in deaf education: The 19th century." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284155.
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This dissertation documents historical patterns of language planning activities in American deaf education during the 19th century from a sociolinguistic perspective. This comprehensive study begins in the early 1800s, prior to the opening of the first public school for the deaf in Connecticut, tracing and categorizing available literature related to the language of signs and English as the languages of instruction for the deaf through 1900. Borg and Gall's (1989) historical research methodology was employed to ensure that a consistent historical approach was maintained based upon adequate and/or primary references whenever possible. Utilizing Cooper's (1989) language planning framework, each article in this extensive historical collection was categorized according to one of three major types of language planning activities: status planning (SP), acquisition planning (AP), or corpus planning (CP). Until this time, a comprehensive study of this nature has never been pursued in the field of deaf education. As a result, language planning patterns were discovered and a number of myths based upon inaccurate historical evidence that have long misguided educators of the deaf as well as the Deaf community were revealed. More specifically, these myths are related to the belief that 19th century linguistic analysis and scientific descriptions of the language of signs were nonexistent, and that 19th century literature related to the role, use and structure of the language of signs in education was extremely limited. Additionally this study discovered myths related to the status and use of sign language in this country, the history of deaf education programs, the growth and development of oralism and its impact upon existing programs for the deaf and the employment of deaf teachers. It was also revealed that several terms used in the 19th century have been misinterpreted by educational practitioners today who mistakenly believe they are using strategies that were developed long ago. Therefore, this study attempts to 'correct the record' by using primary sources to bring to light a new understanding of the history of deaf education from a language planning perspective.
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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.
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Drummond, Anne (Anne Margaret). "From autonomous academy to public "high school" : Quebec English Protestant education, 1829-1889." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=65546.
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Cochrane, Michelle L. "Educational Opportunities Available for Women in Antebellum Texas." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5383/.
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The matter of formal education for women in the antebellum South raises many questions, especially for the frontier state of Texas. Were there schools for young women in antebellum Texas? If so, did these schools emphasize academic or ornamental subjects? Did only women from wealthy families attend? This study answered these questions by examining educational opportunities in five antebellum Texas counties. Utilizing newspapers, probate records, tax records, and the federal census, it identified schools for girls in all of the counties and found that those schools offered academic as well as ornamental subjects. Almost all of the girls who attended those schools came from privileged families. Schools were available for young women in antebellum Texas, but generally only those from wealthy families were able to attend.
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Jones, Diana Kathryn. "The relationship between religion, work and education and the influence of 18th and 19th century nonconformist entrepreneurs." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308233.
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Andrews, Matthew Paul. "Durham University : last of the ancient universities and first of the new (1831-1871)." Thesis, University of Oxford, 2016. http://ora.ox.ac.uk/objects/uuid:52d639b8-a555-48ce-8226-af71d19cb346.
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This thesis is a study of Durham University, from its inception in 1831 to the opening of the College of Physical Science in Newcastle in 1871. It considers the foundation and early years of the University in the light of local and national developments, including movements for reform in the church and higher education. The approach is holistic, with the thesis based on extensive use of archival sources, parliamentary reports, local and national newspapers, and other primary printed sources as well as a newly-created and entirely unique database of Durham students. The argument advanced in this thesis is that the desire of the Durham authorities was to establish a modern university that would be useful to northern interests, and that their clear failure to achieve this reflected the general issues of the developing higher education sector at least as much as it did internal mismanagement. This places Durham in a different position relative to the traditional understanding of how universities and colleges developed in England and therefore broadens and deepens the quality of that narrative. In the light of the University's swift decline, and poor reputation, from the mid-1850s what were the ambitions of the founders and how did this deterioration occur? Were the critics' accusations against the University - principally that it was a theologically-dominated, inadequate imitation of Oxford, bound to the Chapter of Durham and ruled autocratically by its Warden - based on fact or prejudice? And if the critics were wrong, what were the factors that lead to the University's failings?
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Jin, Yilin, and 金以林. "The history of university education of Modern China 1896-1949 =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B44569749.
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Zhang, Jianqiao, and 張劍喬. "Marginalized women under the spotlight : Third Republic (1870-1940) schoolmistresses portrayed in French literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211121.
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Juxtaposing historical evidence with fiction, this thesis probes into the social marginalization of Third Republic schoolmistresses reflected in literary stereotypes. Despite their manifold representation in novels, the general stereotype is still predominant: a displeasing teacher in misery. Mostly secluded in provincial posts, they suffered not only from material indigence and burdensome teaching, but also from the hostility projected from their surroundings. Under these unfavorable circumstances, many took refuge in professional devotion and abnegation. However, they sometimes developed an ideal of heroism and self-sacrifice, which were comparable to nuns’ religious credos.
Women teachers’ political portrait is often left out of literary representation. Because they could not even defend themselves and have their interests protected by superiors, political engagement would mean little to their secluded lives. Yet in the masculine Republic, women educators shouldered a political task of forming girls as qualified mothers and companions who embraced republican values. The Republic’s reinvention of the secular faith and the lay School manifested its inheritance of the Catholic legacy it strived to eradicate, best demonstrated by its imitation of a laicized religious discourse, epitomized in literature by institutrices’ spirit of martyrdom. Through their professional efforts, they came into the public sight and increased their political impact. With their pacifist ideal, militant teachers safeguarded the Republic as well as republican schooling. Above all, as a result of their continuous struggles, they shattered the image of domestic women by proving themselves to be independent and public, shaping the New Woman “prototypes” of the new century.
The “vices” of new career women were evident, for their new professional identity contravened conventional norms of gender roles. It was the teaching career that gave them an anomalous sexual experience, by depriving them of their womanly roles as wives and mothers. The image of the embittered “vieille fille” thus became a target for demonization, which was presumably a cultural motive behind Colette’s writings. She arguably employed the image of schoolmistress as a vehicle for exposing a public polemic between traditional and modern views on gender roles, in the context of major social transformations especially in thought.
Schoolmistresses are a metonymy of French republicanism: a republican experiment which conflicted with women’s traditional functions and undermined the inveterate masculinist order. Third Republic schoolmistresses underwent a metamorphosis from domestic to public as they acquired new social roles. While institutrice literature shares profound bonds with autobiographical accounts, many testimonies also suggest an inclination of being attached to and even governed by novels. Despite the fact that literature is fabricated upon a universe of stereotypes, many teachers spontaneously chose fictional texts as the representative of their professional voice, making these “republican mythologies” a collective autobiography which articulated institutrices’ individual career pathos to a broader audience.<br>published_or_final_version<br>Modern Languages and Cultures<br>Master<br>Master of Philosophy
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Yates, Paula. "The established church and rural elementary schooling : the Welsh dioceses 1780-1830." Thesis, University of Wales Trinity Saint David, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683276.
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Taillefer, Charles. "The legal dimensions of public education & modernity, an analysis of denominational rights and separate schools in late 19th and early 20th century Ontario." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0007/MQ43329.pdf.
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Madhani, Taslim. "Constructions of Muslim identity : women and the education reform movement in colonial India." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98555.
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This thesis examines educational reforms initiated by British colonial officials in late nineteenth/early twentieth century India and the responses they ensued from Indian Muslim reformers. Focusing on the "woman question," British colonizers came to the conviction that the best method to "civilize" Indian society was to educate women according to modern Western standards. Muslim reformers sought to resolve the "woman question" for themselves by combining their own ideologies of appropriate female education with Western ones. Muslim reformers were also deeply concerned with the disappearance of Islamic identity owing to colonial educational policies. Reformers placed the responsibility of maintaining Islamic culture on the shoulders of women so as to both resolve the debate over the proper place of women in society and retain a distinct Islamic identity in the changing Indian context. This resolution limited Indian Muslim women's access to education as well as their participation in Indian society at large.
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Smith, Elisabeth Margaret. "To walk upon the grass : the impact of the University of St Andrews' Lady Literate in Arts, 1877-1892." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/5570.
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In 1877 the University of St Andrews initiated a unique qualification, the Lady Literate in Arts, which came into existence initially as the LA, the Literate in Arts, a higher certificate available to women only. Awarded by examination but as a result of a programme of distance learning, it was conceived and explicitly promoted as a degree-level qualification at a time when women had no access to matriculation at Scottish universities and little anywhere in the United Kingdom. From small beginnings it expanded both in numbers of candidates and in spread of subjects and it lasted until the early 1930s by which time over 36,000 examinations had been taken and more than 5,000 women had completed the course. The scheme had emerged in response to various needs and external pressures which shaped its character. The purpose of this thesis is to assess the nature and achievements of the LLA in its first fifteen years and to establish its place within the wider movement for female equality of status and opportunity which developed in the later decades of the nineteenth century. The conditions under which the university introduced the LLA, its reasons for doing so, the nature of the qualification, its progress and development in the years before 1892 when women were admitted to Scottish universities as undergraduates and the consequences for the university itself are all examined in detail. The geographical and social origins and the educational backgrounds of the candidates themselves are analysed along with their age structure, their uptake of LLA subjects and the completion rates for the award. All of these are considered against the background of the students' later careers and life experiences. This thesis aims to discover the extent to which the LLA was influential in shaping the lives of its participants and in advancing the broader case for female higher education. It seeks to establish for the first time the contribution that St Andrews LLA women made to society at large and to the wider movement for female emancipation.
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Brown, Helen Harger. "Binaries, boundaries, and hierarchies : the spatial relations of city schooling in Nanaimo, British Columbia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://hdl.handle.net/2429/9826.
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Urban School Boards and City Councils in British Columbia worked in
tandem with provincial officials in Victoria to expand the state school system in
the 1890s. In discharging their responsibilities, the Boards functioned with
considerable independence. They built and maintained schools, appointed and
ranked teachers, and organized students. During the course of the decade, City
Councils acquired the responsibility for school finance. Nineteenth-century
British Columbia education history, written from a centralist perspective, has
articulated the idea of a dominant centre and subordinate localities, but this
interpretation is not sufficient to explain the development of public schooling in
Nanaimo hi the 1890s. The centralist interpretation does not allow for the real
historical complexity of the school system. Neither does it accommodate the
possibility of successful local resistance to central initiatives, nor the extent to
which public schooling was produced locally.
It is important, then, to examine what kind of context Nanaimo constituted
for state schooling in the last years of the century. This study concludes that civic
leaders and significant interest groups in the community believed schooling
played an important boundary making role in forging civic, racial, gender, and
occupational identities. In carrying out their interlocking responsibilities for
providing physical space and organizing teachers and students, the Nanaimo
School Trustees created opportunities for local girls and, within limits, for women.
The Trustees limited opportunities for local men, and went outside the community
for men who had the professional credentials which were increasingly desirable in
the late-nineteenth century. Both the traditions of self-help and the imperatives
of corporate capitalism intersected in school production in late-nineteenth
century Nanaimo. The focus on securing identities through the differentiating
processes of boundaries and hierarchies which was evident in Nanaimo was
typical of a wider colonial discourse at the end of the nineteenth century.
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Belfiore, Grace Mary. "Family strategies in Essex textile towns, 1860-1895 : the challenge of compulsory elementary schooling." Thesis, University of Oxford, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.670382.
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Korin, Tania. "Tradition and modernity -- : what it meant to be an educated Baghdadi Jew in the late nineteenth to early-mid twentieth century." Thesis, McGill University, 2007. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=112403.
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The late 19th and early 20th century was a time of change for the Jewish people of Baghdad. Cultural influences from Europe and North America were making their presence felt and some Jewish Baghdadis actively sought to incorporate these into their personal and professional lives. To facilitate this process of acculturation, the Jewish community established schools that provided both a western education and a Jewish one. This essay studies these schools and considers the larger challenges that the community faced in seeking to be both western and Jewish while living in the Arab world. A brief history of the Jews of Baghdad and their standing in the city through the ages is also included.
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Beard, Julie Anne. "Evidence of Leadership Competencies in the Journal of Mary Easton Sibley, a Pioneering 19th Century Women's College Founder." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645314.
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<p> Little has been written about Mary Easton Sibley, the founder of Lindenwood University in St. Charles, Missouri, which until its acceptance of men in the mid-20<sup>th</sup> century was the oldest women's college west of the Mississippi River and stands today, a thriving private coeducational institution, as the second oldest college west of that demarcation. This dearth of literature seemed unwarranted since Sibley was as progressive as her more famous East Coast contemporaries (Mary Lyon, Catharine Beecher, et al). All were motivated by the socially progressive Protestant evangelical movement known as the Second Great Awakening and by the founders' quest for an enlightened citizenry. Sibley particularly embraced the founders' notions of a useful, practical education. She was a strong-willed and generally admirable educational leader who founded a long-lived college during a cholera outbreak and in the face of criticism (for teaching young women to be independent and also for educating slaves at the St. Charles Sabbath School for Africans). </p><p> This study shed new light on Sibley's educational leadership through a comparative analysis using her spiritual journal and a book titled <i> Leaders: Strategies for Taking Charge</i> (1985, 2007) by USC professors emeriti Warren Bennis and Burt Nanus. The researcher examined whether evidence of Bennis and Nanus' four leadership strategies or competencies could be found in Sibley's journal, which she wrote primarily during the founding of Lindenwood (circa 1831), the rationale being that if contemporary leadership theory was evidenced nearly 200 years ago, it would likely be relevant 200 years hence, and therefore could be considered valid for today's educational leaders. The analysis required the creation of decontextualized researcher statements that enabled the iii coding of an historical document using contemporary theory. The study showed strong evidence of most of the researcher's statements (e.g., Leaders are singularly focused on their agenda and produce results, Leaders know what they want and communicate that clearly to others, Leaders challenge others to act, etc.) There was moderate evidence of competencies involving an awareness of strengths and weaknesses, and evidence of social scaffolding was weak, largely because of the nascent state of the college during the period studied.</p>
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Mckenna, Eugene. "The influence of ecclesiastical and community cultures on the development of Catholic education in Western Australia, 1846-1890." Murdoch University, 2005. http://wwwlib.murdoch.edu.au/adt/browse/view/adt-MU20070326.142406.
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Historians have generally tended to represent the pioneering Catholic mission in Western
Australia as an homogenous ecclesiastical entity with little cultural diversity. With a few notable
exceptions the nature of the Western Australian colonial Catholic mission is portrayed as a
'hibernised' form of Catholicism with an Irish clergy taking care of the pastoral needs of a
predominantly working class Irish Catholic constituency. This thesis challenges the traditional
paradigm as restrictive, and argues that it ignores significant contextual influences and veils the
wider cultural tapestry in which the Western Australian pioneering Catholic mission proceeded.
The traditional analysis of the internal dynamics of the Catholic mission implies that there
was a beneficial, almost symbiotic relationship between sympathetic bishops and their 'valiant
helpers.' Internal conflicts concerning administrative issues have been represented as little more
than mere personality clashes.
The thesis takes a more critical contextual approach and argues that the manifestation of
internal dissension during this period can only be fully explained by taking account of external
influences rather than local conditions. These influences include both Gallican and Ultramontane
ecclesiastical perspectives as well as the individual community cultures that were transported
from Europe to the Perth diocese by missionary personnel.
This new perspective corrects the more traditional approach which overlooked the different
ecclesiastical approaches, orientations and community cultures that were represented within the
colonial Catholic mission. This expansion of the existing interpretative paradigm through which
historians view the West Australian Catholic mission in general and the development of the
school system in particular marks a significant shifi in the existing historiography. As a
consequence, scholars will in future take a more critical approach to the study of not only the
Catholic education system but also the Western Australian Catholic mission in general. Rather
than representing the definitive closing chapter it is intended that this work will invigorate
renewed historical interest in the development of the Australian Catholic mission.
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Chen, Shuangli, and 陳霜麗. "Cultivating new ryōsai kenbo : St. Agnes' School in the Meiji period." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2015. http://hdl.handle.net/10722/209473.
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This thesis examines the contribution and influence that American Protestant missionary girls’ schools had on Japanese women’s education during the Meiji period. Between 1868 and 1912, over thirty missionary girls’ schools were established. These schools had the primary aim of introducing Christianity to Japanese female students. However, at the same time, they provided young women with opportunities for schooling outside of their families and played a pioneering role in promoting “Western enlightenment” inside and outside the classrooms. Set against the backdrop of Japan’s modernization efforts, this thesis uses as a case study St. Agnes’ School (Heian Jogakkō), one of the oldest missionary girls’ schools in the Kansai region, to consider how it cultivated new middle-class women through its education.
Under the slogan of ryōsai kenbo (good wife, wise mother), the Japanese government introduced primary school education for girls as a part of its initiative to build a modern nation. The government considered the home women’s proper sphere and showed little interest in developing women’s secondary and higher education in the first two decades. Therefore it was private schools including missionary girls’ schools like St. Agnes’ that stepped in and filled the void for secondary education. Furthermore, the school introduced advanced courses such as bungaku bu (Arts Division) and kasei bu (Home Economics Division) in 1895. The aim of bungaku bu was to cultivate women who could engage in work for the public benefit.
St. Agnes’ School was established by the Episcopal Church of the United States of America in 1875 in Osaka and later moved to Kyoto in 1895. The thesis explores the academics and practical skills St. Agnes’ taught in its classrooms, chapel, and dormitory. These included English language, Bible classes, science, physical training, and domestic science, including skills such as needlework and the concept of hygiene, which were considered important for American middle-class women. In addition, the school presented regulations on girl students’ decorum, provided a mentoring relationship between missionaries and students, and encouraged girl students to participate in charity and volunteer work such as raising funds for the poor, orphans, and disaster victims.
By using historical documents, including the letters of American Episcopal missionaries and students’ letters and essays in from the archives of St. Agnes’ School, the thesis argues that missionary girls’ schools like St. Agnes’ School cultivated new ryōsai kenbo and ultimately new middle-class womanhood. It presents a case study of its two star graduates: Ukita Fuku, a scholarship recipient who later became a teacher at her alma mater; and Izumi Sonoko, who successfully developed American cookie-baking skills into a family business and became one of the most successful businesswomen and philanthropists of her time. Through their missionary school education, they acted as new middle-class women who engaged in “socially sanctioned activities” such as teaching and charity services in the social sphere. The education helped to construct new norms for middle-class women who worked in both domestic and social spheres in modern Japan.<br>published_or_final_version<br>Modern Languages and Cultures<br>Doctoral<br>Doctor of Philosophy
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Read, Margery. "The Blaine Amendment and the Legislation it Engendered: Nativism and Civil Religion in the Late Nineteenth Century." Fogler Library, University of Maine, 2004. http://www.library.umaine.edu/theses/pdf/ReadM2004.pdf.
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Ruswan, 1968. "Colonial experience and muslim educational reforms : a comparison of the Aligarh and the Muhammadiyah movements." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=27968.
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This thesis is a comparative study of the educational reforms initiated by the Aligarh and Muhammadiyah movements in India and Indonesia respectively. It covers three main points: Ahmad Khan's and Ahmad Dahlan's educational philosophy; the educational system of the Muhammadan Anglo-Oriental College (MAOC) and Muhammadiyah schools; and the impact of the educational reforms of the two movements to Muslim education in general in the two countries. As will be explained in this thesis, Ahmad Khan and Ahmad Dahlan were deeply concerned with economic and social problems faced by the Muslims due to colonial policies. Both scholars came to the conviction that education was one of the most important ways to solve those problems. The two scholars, therefore, each contrived to design a new system of education for Muslims, which would produce graduates capable of meeting the new demands of the changing socio-political context while retaining their faith. Their ideas were eventually realized in the establishment of the MAOC and the Muhammadiyah schools, respectively. Even though these two institutions were unable to satisfy all Muslim aspirations, they succeeded in making Muslims in India and Indonesia aware of the need for pragmatic education, which was to contribute to the empowerment of Muslims in the colonial era.
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Wang, Chao, and 王超. "Sign language and the moral government of deafness in antebellum America." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/211119.
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Many Deaf people today consider themselves a linguistic minority with a culture distinct from the mainstream hearing society. This is in large part because they communicate through an independent language——American Sign Language (ASL). However, two hundreds years ago, sign language was a “common language” for communication between hearing and deaf people within the institutional framework of “manualism.” Manualism is a pedagogical system of sign language introduced mainly from France in order to buttress the campaign for deaf education in the early-19th-century America. In 1817, a hearing man Thomas Hopkins Gallaudet (1787-1851) and a deaf Frenchman Laurent Clerc (1785-1869) co-founded the first residential school for the deaf in Hartford, Connecticut. These early manualists shaped sign language within the evangelical framework of “moral government.” They believed that the divine origin of signs would lead the spiritual redemption of people who could not hear. Inside manual institutions, the religiously defined practice of signing, which claimed to transform the “heathen deaf” into being the “signing Christian,” enabled the process of assimilation into a shared “signing community.” The rapid expansion of manual institutions hence fostered a strong and separate deaf culture that continues to influence today’s deaf communities in the United States. However, social reformers in the mid-nineteenth century who advocated “oralism” perceived manualism as a threat to social integration. “Oralists” pursued a different model of deaf education in the 1860s, campaigning against sign language and hoping to replace it entirely with the skills in lip-reading and speech. The exploration of this tension leads to important questions: Were people who could not hear “(dis)abled” in the religious context of the early United States? In what ways did the manual institutions train students to become “able-bodied” citizens? How did this religiously framed pedagogy come to terms with the “hearing line” in the mid 19th century? In answering these questions, this dissertation analyzes the early history of manual education in relation to the formation and diffusion of religious governmentality, a topic that continues to influence deaf culture to this day.<br>published_or_final_version<br>Modern Languages and Cultures<br>Master<br>Master of Philosophy
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Berner, Ashley Rogers. "Metaphysics in educational theory : educational philosophy and teacher training in England (1839-1944)." Thesis, University of Oxford, 2007. http://ora.ox.ac.uk/objects/uuid:f604b518-5ea3-4e29-98b9-cecbe3c78843.
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In 1839 the English Parliament first disbursed funds for the formal education of teachers. Between 1839 and the McNair Report in 1944 the institutional shape and the intellectual resources upon which teacher training rested changed profoundly. The centre of teacher training moved from theologically-based colleges to university departments of education; the primary source for understanding education shifted from theology to psychology. These changes altered the ways in which educators contemplated the nature of the child, the role of the teacher and the aim of education itself. This thesis probes such shifts within a variety of elite educational resources, but its major sources of material are ten training colleges of diverse types: Anglican, Nonconformist, Roman Catholic, and University. The period covered by this thesis is divided into three broad blocks of time. During the first period (1839-1885) formal training occurred in religious colleges, and educators relied upon Biblical narratives to understand education. This first period also saw the birth of modern psychology, whose tools educators often deployed within a religious framework. The second period (1886-1920) witnessed the growth of university-based training colleges which were secular in nature and whose status surpassed that of the religious colleges. During this period, teacher training emphasized intellectual attainment over spiritual development. During the third period (1920-1944), teachers were taught to view education from the standpoint of psychological health. The teacher's goal was the well-developed personality of each child, and academic content served primarily not to impart knowledge but rather to inform the child's own creative drives. This educational project was construed in scientific and anti-metaphysical terms. The replacement of a theological and metaphysical discourse by a psychological one amounts to a secular turn. However, this occurred neither mechanically nor inevitably. Colleges and theorists often seem to have been unaware of the implications of their emphases. This thesis contemplates explanatory models other than the secularisation thesis and raises important historical questions about institutional identity and the processes of secularisation.
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Roche, Helen Barbara Elizabeth. "Personal and political appropriations of Sparta in German elite education during the 19th and 20th centuries : with a particular focus on the Royal Prussian Cadet-Corps (1818-1920) and the Nationalpolitische Erziehungsanstalten (1933-1945)." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610857.
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Vick, Malcolm John. "Schools, school communities and the state in mid-nineteenth century New South Wales, South Australia and Victoria /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09PH/09phv636.pdf.
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Plisnier, René. "Contribution à l'étude de la vie culturelle d'une ville de province au XIXe siècle: le cas de Mons (1795-1914); enseignement, musées, bibliothèques, théâtres; musique, beaux-arts et sociétés." Doctoral thesis, Universite Libre de Bruxelles, 1997. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212113.
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VanDuinkerken, Wyoma. "Educational reform in the Tanzimat era (1839-1876) : secular reforms in Tanzimat." Thesis, McGill University, 1998. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=21275.
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After a series of reversals in its wars with European powers during the eighteenth century, the Ottoman Empire was forced to reevaluate its military technology and training. The realization that the West had outstripped the Muslim East in scientific and technological advancement led Ottoman reformers to introduce changes to the traditional educational system, especially to the curriculum. However, what the reformers soon realized was that the military superiority of Europe was only a symptom, and not the cause of, the West's advancement; this led to the introduction of more Western-style institutions in an effort to achieve its military goals. It was through these new institutions that Western ideas of equality, rationalism and liberalism were introduced into the Ottoman Empire. These imported ideas were bitterly resisted by the ulema, who continued to operate a traditional school system parallel to that developed by the reformers. In spite of their objections, however, the traditional Muslim educational system was forced to undergo a significant metamorphosis both prior to and during the Tanzimat period.
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Vandervennet, Martine. "L'action des libéraux pour un enseignement public et laïque: le cas de Mons (ca. 1860-1914)." Doctoral thesis, Universite Libre de Bruxelles, 2002. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211370.
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Peterson, Rebecca C. (Rebecca Carol). "Early Educational Reform in North Germany: its Effects on Post-Reformation German Intellectuals." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278681/.
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Martin Luther supported the development of the early German educational system on the basis of both religious and social ideals. His impact endured in the emphasis on obedience and duty to the state evident in the north German educational system throughout the early modern period and the nineteenth century. Luther taught that the state was a gift from God and that service to the state was a personal vocation. This thesis explores the extent to which a select group of nineteenth century German philosophers and historians reflect Luther's teachings. Chapters II and III provide historiography on this topic, survey Luther's view of the state and education, and demonstrate the adherence of nineteenth century German intellectuals to these goals. Chapters IV through VII examine the works respectively of Johann Gottfried Herder, Georg Wilhelm Friedrich Hegel, Leopold von Ranke, and Wilhelm Dilthey, with focus on the interest each had in the reformer's work for its religious, and social content. The common themes found in these authors' works were: the analysis of the membership of the individual in the group, the stress on the uniqueness of individual persons and cultures, the belief that familial authority, as established in the Fourth Commandment, provided the basis for state authority, the view that the state was a necessary and benevolent institution, and, finally, the rejection of revolution as a means of instigating social change. This work explains the relationship between Luther's view of the state and its interpretation by later German scholars, providing specific examples of the way in which Herder, Hegel, Ranke, and Dilthey incorporated in their writings the reformer's theory of the state. It also argues for the continued importance of Luther to later German intellectuals in the area of social and political theory.
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Howes, Sigi. "Tot Nut van het Algemeen' School, Cape Town 1804-1870 : case study of a Cape school's response to political and philosophical changes in the 19th century." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/53775.
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Thesis (MEd)--University of Stellenbosch, 2004.<br>ENGLISH ABSTRACT: The name of the School 'Tot Nut van het Algemeen' appears often in the literature on early
Cape education. It is described as an institution of excellence that boasts many famous pupils
such as President Jan Brand, Ds JH Neethling and 'Onze Jan' Hendrik Hofmeyr.
In this study I explore how the School managed to adapt to political, social and philosophical
changes to survive for 70 years. I do this through telling the narrative of its existence and
functioning, and investigate the vexing question as to why it was forced to close in 1870.
The research document consists of 9 chapters. The introductory chapter provides the
orientation for the study. It is followed by a chapter dealing with the factors that led to the
establishment of the School, taking into account events both overseas and at the Cape.
Chapter 3 focuses on the British occupation of the Cape, with special emphasis on the
Anglicisation of schools and the reaction of the colonists to this change of circumstance.
Chapter 4 describes the School's activities from 1832, covering among other aspects, its reopening,
curriculum and funding. The School's link with the South African College is also
explored. In Chapter 5, I discuss the education policies that shaped the School, as well as the
ideals of liberalism and democracy in as far as the School practiced them. Chapter 6 deals
with the closing of the School, and I offer various reasons for this. In chapter 7, I present
cameos of some of the influential teachers, while the School's legacy to Cape society is
examined in Chapter 8.
The study concludes with a reflection that draws these facts into an integrated view and
highlights pertinent insights into the 'Tot Nut' as a worthy institution in the light of the findings
revealed in this research.<br>AFRIKAANSE OPSOMMING: Die naam van die skool 'Tot Nut van het Algemeen' verskyn dikwels in die literatuur oor vroeë
onderwys aan die Kaap. Dit word as 'n puik instansie beskryf, met menige bekende
oudleerlinge soos President Jan Brand, Ds JH Neethling en 'Onze Jan' Hendrik Hofmeyr.
In hierdie studie ondersoek ek hoe die Skool by verskeie politiese, sosiale en filosofiese
veranderinge aangepas het om sodoende 70 jaar te kon oorleef. Dit doen ek deur die Skool
se bestaan en funksionering te beskryf, en ek spreek die frustrerende kwessie aan waarom
dit in 1870 gedwing is om te sluit.
Die navorsingsverslag bestaan uit 9 hoofstukke. Die inleiding behels die oriëntasie ten
opsigte van die studie. Dit word gevolg deur 'n hoofstuk wat handeloor die faktore wat tot die
ontstaan van die Skool gelei het, waar daar na gebeure oorsee sowel as aan die Kaap, gekyk
word. Hoofstuk 3 fokus op die Britse besetting, veralop die Anglisasie van die skole en die
,
koloniste se reaksie daarop. Hoofstuk 4 beskryf die Skool se aktiwiteite vanaf 1832, onder
andere sy heropening, die kurrikulum en bevondsing. Die Skool se verwantskap met die Suid-
Afrikaanse Kollege word ook bespreek. In Hoofstuk 5 ondersoek ek die opvoedingsbeleid wat
die Skool beïnvloed het, asook die ideale van liberalisme en demokrasie in so ver die Skool
dit beoefen het. Hoofstuk 6 handeloor die sluiting van die Skool en ek bied verskeie redes
daarvoor aan. In Hoofstuk 7 bestaan uit sketse van die vernaamste onderwyspersoneel,
terwyl die Skool se bydrae tot die Kaapse samelewing in Hoofstuk 8 voorgelê word.
Die studie word afgerond met 'n terugblik wat hierdie feite in 'n integreerde perspektief oor die
'Tot Nut' bymekaar bring en, in die lig van die bevindings wat in hierdie navorsing blootgelê is,
kan dit as 'n waardige instansie beskou word.
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Campbell, James Dunbar. ""The army isn't all work" : physical culture in the evolution of the British army, 1860-1920 /." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CampbellJD2003.pdf.
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Andrade, Antonio Luis de. "Das entranhas da terra : disciplinamento, resistencia e luta : breve historia sobre a educação e cultura dos trabalhadores da mineração de ouro em Nova Lima - MG / seculo XIX." [s.n.], 2001. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251066.
Full textAbstract:
Orientador: Olinda M. Noronha<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-10-04T15:46:19Z (GMT). No. of bitstreams: 1
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Previous issue date: 2001<br>Resumo: A presente dissertação aborda o processo de disciplinamento e educação dos trabalhadores da mineração de ouro em Nova Lima ¿ MG, ao longo do século XIX e início do XX. Descreve os instrumentos e métodos utilizados pelos ingleses na tentativa de operar mudanças no comportamento, na cultura e identidade dos trabalhadores. Além disso, também trata dos instrumentos, das formas de luta e resistência desenvolvidas por esses trabalhadores. Procuro mostrar que mesmo frente a quase ausência da instituição escolar é possível identificar científica e objetivamente um processo educativo que faz parte da história da educação brasileira<br>Abstract: The present dissertation approaches the discipline and education processes carried out upon mining workers in Nova Lima, MG, throughout the 19th up to the early 20thc. It describes the instruments and methods used by the British in attempt to operate changes in the workers behaviour, culture and identity, as well as the workers resistance techniques, developed to oppose the British stand. Above all, this dissertation aims at showing that, despite a nearly absent educational institution, it is possible to identify, scientifically and objectively, an educational process that integrates the history of Brazilian education<br>Mestrado<br>Educação<br>Mestre em Educação<br>CNPQ
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Pirotte-Bourgeois, Marie-Louise. "La lente émergence de l'enseignement secondaire laïque pour filles en Belgique (1864-1934)." Doctoral thesis, Universite Libre de Bruxelles, 1994. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212661.
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Godoi, Lidiany Cristina de Oliveira 1979. "A reforma da instrução pública de 1892 : conflitos e disputas." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/254099.
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Orientador: Jose Luís Sanfelice<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-26T13:03:08Z (GMT). No. of bitstreams: 1
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Previous issue date: 2014<br>Resumo: A educação escolarizada assume certa centralidade nos debates políticos ocorridos no final do século XIX no Brasil, alcançando uma grande relevância social. Neste contexto se inscreve a primeira reforma da instrução pública paulista (1892). Projeto bastante auspicioso à época, expressou o desejo dos republicanos de estender a escolarização formal às massas populares, instituindo a obrigatoriedade do ensino primário. A profissionalização do corpo docente, a racionalização do tempo, a instituição do ensino graduado, simultâneo e do método intuitivo, os edifícios construídos para os primeiros grupos escolares e a aquisição de materiais didáticos inovadores foram considerados símbolos de modernização do ensino e de propaganda da jovem República. Esta tese tem como objetivo analisar a primeira reforma da instrução pública paulista a partir de uma revisão problematizadora e crítica da historiografia que se dedicou a compreendê-la. Esta historiografia concebe, em grande medida, o projeto reformador como resultado de um consenso entre o Estado e uma elite intelectual e política, no qual não se veem presentes os matizes e as visões de mundo que lhe conformaram. Concentra-se, portanto, nos debates travados em 1891, procurando compreender o seu significado naquele momento histórico, as concepções de educação incorporadas, bem como aquelas abandonadas, tendo em vista as disputas políticas do momento, especialmente as que ocorreram no Partido Republicano Paulista e que, por sua vez, influenciaram sobremaneira os rumos traçados para a reforma do ensino<br>Abstract: School-based education becomes central in the political debates that took place in Brazil in the late nineteenth century, reaching out great social relevance. It was in this context that the First Reform of São Paulo¿s Public Instruction (1892) occurs. A very promising project at the time, the 1892 reform expressed the wishes of local republicans to provide formal education to the popular masses, making primary education compulsory. The professionalization of teachers, the rationalization of time, the institution of a graduated-based, simultaneous, and intuitive scholar system, the buildings built for the first schools¿ groups, and the acquisition of innovative materials for the schools were considered symbols of modernity in teaching and of propaganda of the recently established Brazilian Republic. This PhD thesis aims at analyzing the First Reform of São Paulo¿s Public Instruction through a critical assessment of the literature focused on understanding her. In general, this literature takes the reformist project as a result of a consensus reached between the São Paulo State Government and a political and intellectual elite, without taking into consideration the worldview that shaped the minds of the actors involved. This thesis emphasizes, therefore, the debates that took place in 1891, attempting to understand its meaning at that particular historical context, the conceptions of teaching incorporated by the actors, as well as those that had been abandoned by the political disputes of the time, particularly those that took place inside the São Paulo¿s Republican Party (Partido Republicano Paulista, PRP), and that, by its turn, have greatly influenced the paths drawn for the Reform of the Public Instruction<br>Doutorado<br>Filosofia e História da Educação<br>Doutora em Educação
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Bernhardsson, Peter. "I privat och offentligt : Undervisningen i moderna språk i Stockholm 1800–1880." Doctoral thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-301369.
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The aim of this thesis is to characterise the shifting relationship between public and private education in nineteenth-century Sweden. It does so by a study of modern language teaching in Stockholm 1800–1880. Whereas modern languages had long been taught by private language masters, German, French and English were only officially recognised as subjects of public grammar schools in 1807. The study shows that, unlike the impression given by earlier studies, the introduction of public teaching of modern languages did not bring an end to private language instruction. The study further demonstrates that although private language teaching continued to thrive alongside the expanding public language education, the relationship between the two types of education changed over time. Until the 1840s, both private and public education operated as competitors in a local educational market, adjusting their language teaching to local demand and mutual competition. A crucial condition for this competition was the fact that state curriculums still had a relatively limited impact on the actual teaching of public schools. In the later part of the century, the language teaching within public schools became more influenced by the idea of formal education, leading to an increased focus on grammar. Simultaneously, the role of private language instruction evolved into complementing public teaching, primarily by providing the practical proficiency neglected in public schools. While the study questions the importance and effects of central reforms, especially in the earlier decades of the 19th century, it points to other significant factors that influenced the local education market. In particular, the gradual centralisation and systematisation of public schools diminished their ability to cater for local demand. But the growing importance of formal credentials meant that public schools had less need to compete for students. Students were no longer necessarily attracted by the practical usefulness of schooling, creating both the possibility of the specific form of language teaching that developed within public schools, as well as the need of supplementary private instruction.
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Handa, Satoko. "Saving 'the Age of Innocence' Catholicism, Revolution and representations of childhood in France, 1762-1830 /." Thesis, Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508919.
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Costa, Arthur Estácio Pereira 1981. "O ensino de história da América = trajetórias e as representações sobre os indígenas nos livros didáticos." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250845.
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Orientador: Ernesta Zamboni<br>Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-22T01:50:49Z (GMT). No. of bitstreams: 1
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Previous issue date: 2012<br>Resumo: A presente dissertação analisa as trajetórias do ensino de História da América na educação brasileira, entre o século XIX e XX, no cenário político imperial (1822-1889) e republicano (1889-1960), evidenciando as representações construídas sobre os indígenas nos livros didáticos de História da América. Para isso, foram ressaltados intelectuais e instituições, nacionais e internacionais, envolvidas nas discussões sobre a América e sua constituição como saber escolar; os conteúdos presentes nos programas curriculares elaborados nas reformas educacionais de 1856, Francisco de Campos (1931), Gustavo Capanema (1942), e na lei nº. 1359 e portarias nº 724, nº 966 e nº 1045 (1952); e a produção de livros didáticos para o ensino, Compêndio de História da América, de Rocha Pombo, e História da América - 2º. série ginasial, de Joaquim Silva e de Basílio de Magalhães.<br>Abstract: This paper analyzes the trajectories of the teaching of American History in Brazilian education, between the nineteenth and twentieth centuries, in the imperial political scenario (1822-1889) and Republican (1889-1960), showing the representations built on indigenous people in the American History textbooks. For this, it was highlighted national and international intellectuals and institutions involved in discussions about America and its constitution as school knowledge, the contents present in the curricula developed in the educational reforms of 1856, Francisco Campos (1931), Gustavo Capanema (1942 ), and law No. 1359 and ordinances No. 724, No. 966 and No. 1045 (1952), and the textbooks production for teaching, Compendium of American History, by Rocha Pombo, and American History - 2nd grade of elementary school, Joaquim Silva and Basílio Magalhães.<br>Mestrado<br>Educação, Conhecimento, Linguagem e Arte<br>Mestre em Educação
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Guillemot, Agneta. "Rask, Resolut, Trogen : de indelta soldaterna i det svenska agrarsamhället : Västerbotten 1860-1901." Doctoral thesis, Umeå universitet, Historiska studier, 1986. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100371.
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My study concerns the social recruitment of infantry soldiers in the Swedish standing army ( indelta armén). The 19th century Swedish army was composed of three parts : hired troops , the conscripts and above all the ”indelta armén”. Indelta armén was unique in the world because of its organizational form. It consisted of infantry soldiers, naval men and cavalry soldiers, which were supported by the landowning farmers. Normally two farmers had the responsibility to find an infantry soldier, to pay him an annual wage and to give him a small-crofters holding; at least this was intended when the system was first organized in the 1680s. The famous author Vilhelm Moberg has written a well-known novel ”Raskens” about one of these soldiers portraying also the whole system as well as the surrounding peasant society. All of the 20000 concerned soldiers lived in the Swedish countryside among the rest of the population. They all got special names,( for example meaning Quick, Prompt, Faithful) still existing as family names of Sweden today. The study concentrates on the question of the social importance of this system in a period of rapid transformation of Swedish society, i.e the end of the 19th century. The most important questions dealt with are: the ones concerning social and geographical recruitment of soldiers (i.e. those ôf the indelta armén), the means of support and education given to these soldiers in special army training schools. One part of the book concerns social mobility among ex-soldiers and a minor study treats their family structure.<br><p>Diss. Umeå : Umeå universitet, 1986</p><br>digitalisering@umu
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Forsberg, Emma. "En annorlunda salongsbildning : Den borgerliga kvinnans bildning utifrån Magasin för konst, nyheter och moder (1818-1844)." Thesis, Uppsala universitet, Institutionen för idé- och lärdomshistoria, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-351546.
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The history of women education has been structured by two powerful narratives. The first of these is the tale of the separation of the spheres and the second is the application of the cult of true womanhood to understand women place in the early 19th century. The purpose of this thesis is to examine and analyse the educational ideal for upperclass women in Sweden. By applying an unconventional source material, namely the Swedish lifestyle magazine Magasin för konst, nyheter och moder, a new narrative emerge. The previous research into the topic has mainly used the concepts of the separate spheres and the cult of true womanhood to explain the cultural paradigm that occurred to the hierarchy of genders during the early 19th century. This thesis aims to test if these concepts also can be applied on the previously mentioned source material, and still be viable. This thesis purpose that the previously named historical narratives can not be applied as strictly as it was previously believed. This paper critically reviews the level of education that Magasin för konst, nyheter och moder expected from its female readers, and hope that through this critical review a debate on the topic will emerge.
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Watson, Douglas Robert. "'The road to learning' : re-evaluating the Mechanics' Institute movement." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11817.
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This thesis is a re-evaluation of a movement founded to provide what Samuel Smiles called “the road to learning” for workers in the nineteenth century. Mechanics’ institutes emerged during the 1820s to both criticism and acclaim, becoming part of the physical and intellectual fabric of the age and inspiring a nationwide building programme funded entirely by public subscription. Beginning with a handful of examples in major British cities, they eventually spread across the Anglophone world. They were at the forefront of public engagement with arts, science and technology. This thesis is a history of the mechanics’ institute movement in the British Isles from the 1820s through to the late 1860s, when State involvement in areas previously dominated by private enterprises such as mechanics’ institutes, for example library provision and elementary schooling, became more pronounced. The existing historiography on mechanics’ institutes is primarily regional in scope and this thesis breaks new ground by synthesising a national perspective on their wider social, political and cultural histories. It contributes to these broader themes, as well as areas as diverse as educational history, the history of public exhibition and public spaces, visual culture, print culture, popular literacy and literature (including literature generated by the Institutes themselves, such as poetry and prose composed by members), financial services, education in cultural and aesthetic judgement, Institutes as sources of protest by means of Parliamentary petitions, economic history, and the nature, theory and practice of the popular dissemination of ideas. These advances free the thesis from ongoing debate around the success or failure of mechanics’ institutes, allowing the emphasis to be on the experiential history of the “living” Institute. The diverse source base for the thesis includes art, sculpture, poetry and memoir alongside such things as economic data, library loan statistics, membership numbers and profit / loss accounts from institute reports. The methodology therefore incorporates qualitative (for example, tracing the evolution of attitudes towards Institutes in contemporary culture by analysing the language used to describe them over time) and quantitative (for example, exploring Institutes as providers of financial services to working people) techniques. For the first time, mechanics’ institutes are studied in relation to political corruption, debates concerning the morality of literature and literacy during the nineteenth century, and the legislative processes of the period.
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Young, Helen Louise. "The small rural school and community relations in Scotland, 1872-2000 : an interdisciplinary history." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24372.
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Seeking to fill a gap in the historiography, this study provides a closely-observed but contextualised social history of Scotland’s rural schools from the late nineteenth century through to the end of the twentieth century. Though particularly concerned with the period following the Education (Scotland) Act, 1872, consideration is given to earlier developments to ensure a depth of understanding and an appreciation of the subtleties of local experience. Adopting an interdisciplinary approach, and combining qualitative and quantitative analysis, the thesis draws together three layers of research: a detailed regional case study of the Highland Perthshire parishes of Fortingall, Kenmore and Killin; a quasi-random sample of sixty-six rural districts from across Scotland; and a national overview. In doing so, it challenges oft-made generalisations about rural life and provides a more nuanced picture of change and continuity in educational policy and practice across Scotland. Focusing in on the relationship between the small rural schools and their communities, the social dimensions of educational provision are explored in depth with special attention being paid to who taught, attended and supported the schools, and how they operated as educational and social spaces. To frame and guide discussion, three core themes – gender, culture and citizenship – are explored throughout and elements of social theory are drawn on to aid analysis and interpretation.
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Breidenbaugh, Margaret Estelle. ""Just for me": Bourgeois Values and Romantic Courtship in the 1855 Travel Diary of Marie von Bonin." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153333393238569.
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Miller, David Michael 1951. "The Beginnings of Music in the Boston Public Schools: Decisions of the Boston School Committee in 1837 and 1845 in Light of Religious and Moral Concerns of the Time." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331189/.
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The research problems of this dissertation were: 1) A description of the perceived value of music in light of political undercurrents in Boston prior to and during the years under investigation, and 2) the profile of the constituency of the Boston School Committee and Committee on Music in 1837 and 1845. Questions addressed the effect of religious and moral concerns of the day on the decision by the School Committee in 1837 to try music in the curriculum, and the possible effect of religious politics on Lowell Mason's dismissal from the schools in 1845. In the minds of mid-nineteenth century Bostonians, religious and moral values were intrinsic to the very nature of music. Key members on the School Committee portrayed music as being spiritual yet nonsectarian in its influence. Therefore, the findings suggest that music was believed to provide common ground between opposing and diverse religious sects. Reasons given for Mason's dismissal by John Sargent, a member of the Committee on Music, showed parallels to H. W. Day's accusations in the press a year earlier that Mason had managed his position in a sectarian manner. Sargent's background supports the theory that religious politics were at work in Mason's dismissal. Although members of the School Committee of 1845 were religious, only isolated cases support the proposition that any of them would have opposed Mason strictly on the basis of religious issues. Evidence suggests that their passivity to the action by the Committee on Music was probably due to concurrent public criticism of attempts at school reform within the Committee. While under such scrutiny, Committee members' inaction regarding Mason's dismissal may have reflected a desire not to jeopardize their own positions as a political body.
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Mayo-Bobee, Dinah. "Shaping the Nation: Early 19th Century America." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/731.
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Bloom, Kelly. "Orientalism in French 19th Century Art." Thesis, Boston College, 2004. http://hdl.handle.net/2345/477.
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Thesis advisor: Jeffery Howe<br>The Orient has been a mythical, looming presence since the foundation of Islam in the 7th century. It has always been the “Other” that Edward Said wrote about in his 1979 book Orientalism. The gulf of misunderstanding between the myth and the reality of the Near East still exists today in the 21st century. Napoleon's invasion of Egypt in 1798 and the subsequent colonization of the Near East is perhaps the defining moment in the Western perception of the Near East. At the beginning of modern colonization, Napoleon and his companions arrived in the Near East convinced of their own superiority and authority; they were Orientalists. The supposed superiority of Europeans justified the colonization of Islamic lands. Said never specifically wrote about art; however, his theories on colonialism and Orientalism still apply. Linda Nochlin first made use of them in her article “The Imaginary Orient” from 1983. Artists such as Jean-Auguste-Dominique Ingres, Eugène Delacroix and Jean-Léon Gérôme demonstrate Said's idea of representing the Islamic “Other” as a culturally inferior and backward people, especially in their portrayal of women. The development of photography in the late 19th century added another dimension to this view of the Orient, with its seemingly objective viewpoint<br>Thesis (BA) — Boston College, 2004<br>Submitted to: Boston College. College of Arts and Sciences<br>Discipline: Fine Arts<br>Discipline: College Honors Program
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Schneider, Ulrich Johannes. "Teaching the history of philosophy in 19th-century Germany." Universitätsbibliothek Leipzig, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-161196.
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What does it mean to do philosophy historically, and when does the legend of philosophy begin? When Hegel tried to give a logical explanation of philosophy's history, was he doing the same thing as Eduard Zeller in his account of Creek thought, or Kuno Fischer in his narrative of modern philosophy? l do not believe so, and I shall sugges t in the following that we should carefully differentiate between the different activities commonly referred to as the history of philosophy. I will point out the enormous productivity of the 19th century in terms of printed books devoted to the history of philosophy. I will also point to the context in which these were produced and used rather than examining individual works or authors. There is an entirely new context in the 19th century, which is the study of philosophy. A proper culture developed around the historical interest in philosophy, and it is this culture I want to sketch here.
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Schneider, Ulrich Johannes. "Teaching the history of philosophy in 19th-century Germany." Teaching new histories of philosophy / ed. by J. B. Schneewind. Princeton 2004, S. 275 - 295 ISBN 0-9763726-0-6, 2004. https://ul.qucosa.de/id/qucosa%3A12120.
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What does it mean to do philosophy historically, and when does the legend of philosophy begin? When Hegel tried to give a logical explanation of philosophy''s history, was he doing the same thing as Eduard Zeller in his account of Creek thought, or Kuno Fischer in his narrative of modern philosophy? l do not believe so, and I shall sugges t in the following that we should carefully differentiate between the different activities commonly referred to as the history of philosophy. I will point out the enormous productivity of the 19th century in terms of printed books devoted to the history of philosophy. I will also point to the context in which these were produced and used rather than examining individual works or authors. There is an entirely new context in the 19th century, which is the study of philosophy. A proper culture developed around the historical interest in philosophy, and it is this culture I want to sketch here.
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Schulz, Carsten-Andreas. "On the standing of states : Latin America in nineteenth-century international society." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:05459d05-0dfa-4220-bbdc-42e3df63d71a.
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The present dissertation offers a critical examination of the place accorded to Latin American states in the English School account of the expansion of international society. It pursues two aims. First, the study contributes to understanding the nature and scope of international order, and its historical transformation over the course of the 'long nineteenth century'. Because of the profound impact that European colonization had on the region, the English School has conventionally treated the entry of Latin American states into international society as an unproblematic historical fact achieved with diplomatic recognition in the 1820s. The crucial cases of Argentina, Brazil, and Mexico, however, indicate that more attention needs to the paid to the hierarchical nature of the international order. The central argument of this historical-comparative study posits that the three Latin American states were recognized diplomatically, but they were not regarded as fully-fledged members of the community of 'civilized' states. Second, the dissertation examines the implications of hierarchy in international politics. Building on a critique of the legal-formalist conception of 'standing' in English School theorizing, three ideal-typical dimensions of international stratification are identified: the distribution of material capabilities (stature), the function states perform in international society (role), and estimations of honour and prestige (status) among states. The interpretative framework sheds light on how agents understand international society, and the way in which they deal with its hierarchical nature. The study analyzes how Latin American elites perceived the standing of their state, and how these perceptions shaped politics through their corresponding 'logics of social action'. The study finds that nineteenth-century elites in Argentina, Mexico, and Brazil conceived of the standing of their states predominantly in terms of status, and demonstrates how these perceptions informed politics.
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Bennett, Joshua Maxwell Redford. "Doctrine, progress and history : British religious debate, 1845-1914." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:299ba472-2a9c-488c-a8de-12ac55acc4ea.
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Religion and history became closely related in new ways in the Victorian imagination. This thesis asks why this was so, by focusing on arguments within British Protestant culture over progress and development in the history of Christianity. In an intellectual movement approximately beginning with the 1845 publication of John Henry Newman's 'Essay on the Development of Christian Doctrine', and powerfully spreading and developing until the earlier years of the twentieth century, British intellectuals came to treat the history of religion - both as a past and present process, and as a didactic genre - as a vital element of broader attempts to stabilise or reconstruct religious belief and social order. Religious revivalists, determined to use church history as a raw material for the inculcation of exclusive confessional identities and dogmatic theology, were highly successful in pressing it on the attention of early Victorian audiences. But they proved unable to control its meaning. Historians rose to prominence who instead interpreted the history of Christianity as a guide to how religious culture, which many treated as indistinguishable from society as a whole, might eventually supersede denominational and dogmatic divisions. Humanity's spiritual development in time, which numerous British critics assessed with the aid of German Idealist thought, also became an attractive apologetic resource as the epistemological basis of Christian belief came under unprecedented public challenge. A major part of that danger was perceived to come from rival, avowedly secularising interpretations of human social progress. Such accounts - the ancestors of twentieth-century secularisation theory - were vigorously opposed by historians who understood modernity as involving not the decline, but the purification of Christianity. By exploring the ways in which Victorian critics - clerical and lay, religious and secular - approached religious history as a resource for solving the problems of their own age, this thesis offers a new way of understanding the importance of history, claims to knowledge, and the nature and ends of 'liberalism' in the long nineteenth century.
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Ng, Kin-yuen. "Constitutional developments in China and Japan from the mid 19th century to the early 20th century." [Hong Kong : University of Hong Kong], 1992. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13280181.
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Milewicz, Przemysław. "Visions of nation in Poland, 1815-1831." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609456.
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