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Journal articles on the topic 'Education - History - 19th century'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

Kulbaka, Jacek. "From the history of disabilities (16th-19th century)." Biuletyn Historii Wychowania, no. 38 (October 11, 2019): 19–37. http://dx.doi.org/10.14746/bhw.2018.38.2.

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The article presents various circumstances (social, legal, philosophical and scientific) connected with the care, upbringing and education of people with disabilities from the early modern era to the beginning of the 20th century. Particular attention was to the history of people with disabilities in the Polish lands. The author tried to recall the activity of leading educational activists, pedagogues and scientists – animators of special education in Poland, Europe and the world. The text also contains information related to the activities of educational and upbringing institutions (institutional, organisational, methodological and other aspects).

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2

Hart, Sue. "Women and education in 19th‐century France." Modern & Contemporary France 5, no. 1 (1997): 85–87. http://dx.doi.org/10.1080/09639489708456360.

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3

Tampakis, Kostas. "The unrecognized mechanism: History of science education in the 19th century." Almagest 2, no. 2 (2011): 80–101. http://dx.doi.org/10.1484/j.alma.4.1005.

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4

Yuldashevna, Rozimova Yorqinoy, and Abduraximova Dilfuzaxon Alievna. "From The History Of Military Education In Turkestan." American Journal of Social Science and Education Innovations 2, no. 09 (2020): 596–99. http://dx.doi.org/10.37547/tajssei/volume02issue09-90.

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This article provides information on the establishment of military education in Turkestan in the second half of the 19th century, in particular, the establishment of the Tashkent Cadet School on the basis of the Academy of the Armed Forces of the Republic of Uzbekistan and the development of military education.

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5

Pintassilgo, Joaquim. "Etiquette School Manuals in Portugal in the 19th Century." Paedagogica Historica 38, no. 1 (2002): 265–79. http://dx.doi.org/10.1080/0030923020380113.

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6

Hofmann, Michèle. "History of education in Switzerland – historic development and current challenges." Encounters in Theory and History of Education 15 (November 10, 2014): 223–37. http://dx.doi.org/10.24908/eoe-ese-rse.v15i0.5332.

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As in other countries, history of education in Switzerland is faced with a number of challenges (e.g. job cuts, questioning of the discipline’s role and function). This paper argues that the disci-pline’s current situation can only be adequately understood in light of its eventful history. In a first step this paper therefore deals with the historic development of the history of education in Switzerland. Particular focus is placed on the establishment of the history of education as a part of pedagogy at the institutions of teacher education during the first half of the 19th century and the discipline’s further development over the course of the late 19th and 20th century. In a se-cond step, this paper discusses the consequences for the discipline’s present and future that arise from its specific, historically evolved situation.  DOI: http://dx.doi.org/10.15572/ENCO2014.12

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7

Kalinina, Elena A. "Libraries of Educations Institutions in Russia in the First Half of 19th Century." Bibliotekovedenie [Library and Information Science (Russia)], no. 4 (August 12, 2010): 96–101. http://dx.doi.org/10.25281/0869-608x-2010-0-4-96-101.

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Libraries are the integral part of cultural history of Russia. Widespread opening of school libraries in the Russian Empire began in the early 19th century. They began opening school libraries across Russia in the beginning of the 19th century. The paper aims to show the formation and development of libraries in educational institutions of Russia in the first half of the 19th century. The research is based on legislative documents regulating the functions of activity of school libraries and archival materials on the Russian history of the 19th century.

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Pashkova, Tatiana. "Teaching History to Petersburg Gymnasium Students in the First Half of the 19th Century." Voprosy obrazovaniya / Educational Studies Moscow, no. 2 (2021): 261–78. http://dx.doi.org/10.17323/1814-9545-2021-2-261-278.

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9

Morris, Glenn A. "Engineering education in Canada—the early years." Canadian Journal of Civil Engineering 13, no. 1 (1986): 25–32. http://dx.doi.org/10.1139/l86-004.

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The beginnings of engineering education in Canada, in the mid-19th century, are described. The development of engineering programs in 10 of Canada's universities is outlined. The activities of a number of pioneers in engineering education are described, and the curricula for several of the early civil engineering programs are presented. Key words: history, education, civil, engineering.

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Reese, L. "Nimble Fingers: From 19th Century New England Mills to 20th Century Global Assembly Lines." OAH Magazine of History 3, no. 3-4 (1988): 45–49. http://dx.doi.org/10.1093/maghis/3.3-4.45.

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11

Rivera Gómez, Elva. "Knowledge transgressors: the incursion of women to science in Mexico, 19th-20th centuries." Culture & History Digital Journal 8, no. 1 (2019): 004. http://dx.doi.org/10.3989/chdj.2019.004.

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The influence of feminist thought has been very important in the field of history, as it has revealed the invisibility of women in this disciplinary field, besides of studying power relations and their effects on the daily, private and public life in which both women and men are involved. Access to education, first primary, then secondary and later higher in Mexico, spanned for a period of more than a century. In some of the regions, the presence of women in higher education was in the last third of the nineteenth century in areas considered feminine, such as midwifery, nursing and others. Careers are recorded in the 20th century. In this paper we propose to review the historiography and history of women who entered the different fields of knowledge at the end of the 19th century and in the first half of the 20th century, as well as to present a panorama of the educational spaces to which the Mexican women had access.

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12

Vocke, D. E. "An Artifact from the 19th Century Schoolhouse: The McGuffey Reader." OAH Magazine of History 5, no. 3 (1991): 5–6. http://dx.doi.org/10.1093/maghis/5.3.5.

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13

Kazantseva, Ekaterina S. "Libraries of Orenburg Cossack Host (middle 19th — early 20th century)." Bibliotekovedenie [Russian Journal of Library Science], no. 1 (February 10, 2010): 105–9. http://dx.doi.org/10.25281/0869-608x-2010-0-1-105-109.

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Increased interest to provincial history last decades has promoted activation of historical and library researches in different regions, including the southern Urals. The article considers the pre-conditions for incipience of libraries in the territory of the Orenburg Cossack host, describes the main types of library institutions in the host, and gives detailed description of some of them. The process of establishment and development of libraries is studied on general historical background of the formation of the host, the development of education and socio-cultural sphere.

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14

Hudson, Richard. "Towards a pedagogical linguistics." Pedagogical Linguistics 1, no. 1 (2020): 8–33. http://dx.doi.org/10.1075/pl.19011.hud.

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Abstract Pedagogical linguistics is a two-way bridge between linguistics and education, carrying information not only from linguistics to education, but also in the other direction, where linguistics needs to explore the impact of education on language. The paper reviews the history of this bridge, and especially in the 19th and 20th centuries, arguing that the bridge worked well in the 19th but that it disintegrated in the 20th with the rise of linguistics and education as distinct research fields. The challenge for the 21st century is to rebuild it in a sustainable way.

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15

Kuhutiak, Mykola, Ihor Raikivskyi, and Oleh Yehreshii. "Halychyna. Journal of Regional Studies: Science, Culture, and Education. Twenty Years of Publishing Activity." Journal of Vasyl Stefanyk Precarpathian National University 4, no. 2 (2017): 134–38. http://dx.doi.org/10.15330/jpnu.4.2.134-138.

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This is a review of the twenty-year-long publishing activity of Halychyna. Journal of Regional Studies: Science, Culture and Education, one of the first Ukrainian journals for historians, philologists, art critics that appeared in the independent Ukraine. In Halychyna, there has been published the works by well-known scholars of Vasyl Stefanyk Precarpathian National University and many other higher educational establishments of Ukraine. The Journal can boast an array of sections – archaeology, history, ethnology, political science, historiography, source studies, documents and materials, culturology, art criticism, historical biography studies, and others. Most of the studies published in Halychyna focus on the issues of the modern and contemporary history of Ukraine, ethnology. A special attention is given to the issues of the Ukrainian national liberation movement in the 20th century, the Ukrainian national revival in the 19th–20th century, the activity of the political parties in Galicia in the late 19th–early 20th century, source studies and historiography in Ukraine, historical regional studies, the problems of modern state formation in Ukraine, and others

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16

Solpera, Jan. "The Typography of the Landfras Printing Works." Acta Musei Nationalis Pragae – Historia litterarum 63, no. 3-4 (2019): 71–80. http://dx.doi.org/10.2478/amnpsc-2018-0010.

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The article focuses on the typefaces used in the Landfras printing works in Jindřichův Hradec throughout the 19th century. The production of this printing works reflected the transformation of the printing craft workshop into an industrial enterprise. In the history of the development of the typeface, the 19th century is the most interesting period. At its beginning, the transformation of the dynamic Renaissance Antiqua into the rational Classicist Antiqua was completed. In the next years, typographic font was used not only for education but more and more for advertisements. Roughly from the middle of the century, a period of historicism appeared in typography as well, involving virtually an eruption of all kinds of decorative letter shapes and ornaments. At the end of the 19th century, a new artistic style, Art Nouveau, emerged. This was the end of one epoch and the beginning of another in the history of this printing works. Concerning the typography of the 19th century, one can say that it is so ugly that it is beautiful. The same applies to the typefaces of the time. The interest in these highly emotional typefaces was revived again in the 1960s, when it led to the creation of a number of interesting products in the areas of book typography, cultural posters and record sleeves.

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17

de Moor, Ed W. A. "Vormleer ‐ An Innovation that failed. Geometry in Dutch Primary Education during the 19th Century." Paedagogica Historica 31, no. 1 (1995): 103–23. http://dx.doi.org/10.1080/0030923950310106.

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18

Gusarova, Anastasia Yu. "OUT-OF-SCHOOL EDUCATIONAL ACTIVITIES PERFORMED BY EDUCATIONAL INSTITUTIONS OF CHUVASHIA IN THE SECOND HALF OF 19th – EARLY 20th CENTURY." Historical Search 1, no. 3 (2020): 14–21. http://dx.doi.org/10.47026/2712-9454-2020-1-3-14-21.

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The history of out-of-school education in Russia in the second half of the 19th – early 20th century is part of public education aimed at educating the population on the basis of the general availability principle through a number of cultural and educational activities. In domestic historiography, the term “out-of-school education” is customarily used to designate the educational activities of public bodies and individuals which developed in the second half of the 19th – early 20th century to meet educational needs of the population. To date, present-day supplementary education is the successor of out-of-school education, which gained explosive development in post-reform period. A great contribution to the evolvement of such an educational system was made by zemstvos (county councils), municipal dumas, various organizations, churches, individuals. However, schools also contributed to the public education.  On the basis of the historicism principle and analysis the article examines the problem of out-of-school educational activities performed by the educational institutions of the Chuvash region of the second half of the 19th – early 20th century through organization of various readings and lectures. Various types and subjects of readings are traced. Such forms of out-of-school education played an important role in educating and broadening the horizons of the masses and students during the period under study. Popular readings and lectures, which spread in a short time in both urban and rural environments, gave impetus for the development of the common cultural space of Chuvashia in the post-reform period. Consideration of one of the aspects of out-of-school education with the involvement of new archival documents made it possible to reveal the state of the educational and cultural level of Chuvashia of that period.

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Golenishcheva, Ekaterina E., and Olga I. Kulapina. "From the History of 19th Century Russian Folk Music Studies: from Empirical Study to Theory." Music Scholarship / Problemy Muzykal'noj Nauki, no. 1 (March 2016): 90–96. http://dx.doi.org/10.17674/1997-0854.2016.1.090-096.

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20

Morgan, David. "The Visual Culture of American Protestantism in the 19th Century." Caminhando 25, no. 2 (2020): 143–65. http://dx.doi.org/10.15603/2176-3828/caminhando.v25n2p143-165.

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The study of Protestant visual culture requires a number of correctives since many scholars and Protestants themselves presume images have played no role in religious practice. This essay begins by identifying misleading assumptions, proposes the importance of a visual culture paradigm for the study of Protestantism, and then traces the history of image use among American Protestants over the course of the nineteenth century. The aim is to show how the traditional association of image and text, tasked to evangelization and education, evolved steadily toward pictorial imagery and sacred portraiture. Eventually, text was all but eliminated in these visual formats, which allowed imagery to focus on the personhood of Jesus, replacing the idea of image as information with image as formation.

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21

Gluchman, Vasil. "Leibniz’s and Herder’s philosophy of optimism." Ethics & Bioethics 11, no. 1-2 (2021): 37–47. http://dx.doi.org/10.2478/ebce-2021-0006.

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Abstract The author studies Leibniz’s views of vindicating God for the existence of evil in the world, as well as the idea of the best of all possible worlds, including the past and present criticism. Following Leibniz, he opted for the presentation of Herder’s philosophy of history as one of the most significant forms of philosophical optimism that influenced the first half of the 19th century, including contemporary debates on and critiques of the topic. He defines Herder’s concept as the philosophy of historical progress, which also significantly influenced Slovak philosophy of the given period. The main goal of the article is to present Leibniz’s and Herder’s views as a starting point for the Slovak philosophy of optimism and historical progress of the 18th century and the first half of the 19th century.

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22

Amorim, Simone Silveira. "The challenges of the primary teachers in the XIX century: from the materials needed to teach classes to the payment of the salaries." JOURNAL OF RESEARCH AND KNOWLEDGE SPREADING 2, no. 1 (2021): e12444. http://dx.doi.org/10.20952/jrks2112444.

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Different aspects impacted the work of primary school teachers in the 19th century: the lack of materials for the teaching of classes, the delay in paying salaries and the release of resources to pay the rent of the houses where the classes worked, the health issues that implied the removal of the teacher for treatment, among others. Given this context, the objective is to inform how the teaching profession was configured based on the challenges faced by primary teachers in the 19th century. As a research in the field of History of Education, newspapers and official communications will be taken as sources, being analyzed from the conceptions of configuration and representation. It is possible to perceive that the profession of primary teacher was configured in the face of challenges and confrontations, corroborating the construction of the representation of the qualified teacher in the 19th century.

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23

Schultz, Lucille M. "Elaborating Our History: A Look at Mid-19th Century First Books of Composition." College Composition and Communication 45, no. 1 (1994): 10. http://dx.doi.org/10.2307/358585.

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24

Tronchet, Guillaume. "Internationalization Trends in French Higher Education: An Historical Overview." International Higher Education, no. 83 (December 2, 2015): 28–30. http://dx.doi.org/10.6017/ihe.2015.83.9089.

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For many policy makers in France, internationalization of higher education is a new subject. But people have short memories. They have forgotten—or simply do not know—that French universities were pioneers and leaders in internationalization between the end of the 19th and the middle of the 20th century, before being outshone by the United States and some other countries in Europe. Faced with today’s challenges of globalization, it is time for French universities to reclaim their own history.

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Belousova, Olga. "Grand-Ducal Childhood: Upbringing and Education of the Tsar’s Sons in the 19th Century." Rossiiskaia istoriia, no. 4 (2020): 237. http://dx.doi.org/10.31857/s086956870010794-4.

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Vahrushev, Aleksandr A. "Libraries of Vyatskaya Province as the Centers of Culture and Education." Bibliotekovedenie [Russian Journal of Library Science], no. 1 (February 10, 2010): 100–104. http://dx.doi.org/10.25281/0869-608x-2010-0-1-100-104.

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The article deals with the history of library work in Vyatskaya province of the 19th century, educational mission of libraries among the provincial reader and their value in development of cultural level of the population. There features of the organization and operational experience of the first public, private and national libraries of the region, the role of local democratic intelligence representatives in formation of cultural forces and traditions are shown in the article.

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27

Brierley-Jones, Lyn. "Talking therapy: The allopathic nihilation of homoeopathy through conceptual translation and a new medical language." History of the Human Sciences 34, no. 3-4 (2021): 121–41. http://dx.doi.org/10.1177/0952695120967872.

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The 19th century saw the development of an eclectic medical marketplace in both the United Kingdom and the United States, with mesmerists, herbalists and hydrotherapists amongst the plethora of medical ‘sectarians’ offering mainstream (or ‘allopathic’) medicine stiff competition. Foremost amongst these competitors were homoeopaths, a group of practitioners who followed Samuel Hahnemann (1982[1810]) in prescribing highly dilute doses of single-drug substances at infrequent intervals according to the ‘law of similars’ (like cures like). The theoretical sophistication of homoeopathy, compared to other medical sectarian systems, alongside its institutional growth after the mid-19th-century cholera epidemics, led to homoeopathy presenting a challenge to allopathy that the latter could not ignore. Whilst the subsequent decline of homoeopathy at the beginning of the 20th century was the result of multiple factors, including developments within medical education, the Progressive movement, and wider socio-economic changes, this article focuses on allopathy’s response to homoeopathy’s conceptual challenge. Using the theoretical framework of Berger and Luckmann (1991[1966]) and taking a Tory historiographical approach (Fuller, 2002) to recover more fully 19th-century homoeopathic knowledge, this article demonstrates how increasingly sophisticated ‘nihilative’ strategies were ultimately successful in neutralising homoeopathy and that homoeopaths were defeated by allopaths (rather than disproven) at the conceptual level. In this process, the therapeutic use of ‘nosodes’ (live disease products) and the language of bacteriology were pivotal. For their part, homoeopaths failed to mount a counter-attack against allopaths with an explanatory framework available to them.

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Rohstock, Anne, and Daniel Tröhler. "From the Past to the Future: Changing Agendas in Teacher Education between the 19th and the 21st Century." Encounters in Theory and History of Education 13 (November 10, 2012): 43–70. http://dx.doi.org/10.24908/eoe-ese-rse.v13i0.4435.

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The educational turn of the late eighteenth century, nation building of the nineteenth century, and efforts to promote global unity after the two World Wars did not only have effects on educational organizations, policies, and materials, but also on the manner with which the major actors in the world of education—namely, teachers – were trained. The different ideals and agendas in teacher training reflected the major cultural concerns of each era: in the nineteenth century, this was national uniqueness and supremacy, which, in the post war period, gave way to internationalization and global standardization. These visions were associated with the emergence of particular academic subfields and heavily shaped pedagogical ideals. In the era of nation building, the history of education dominated teacher education. In the context of the Cold War teacher training was aligned with a new internationalist and scientific paradigm. The following chapter discusses these two agendas in teacher education. In the first section we will reconstruct the rise of the history of education as a major subject in nationalist and religiously inspired teacher education in Germany and France. In the second section we will show how this leitmotif in the Cold War era was supplanted by a “cognitive turn” in the training of professional educators.

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Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2020-8-135-161.

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Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.

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Dzhurinskiy, A. N., and N. V. Troshkova. "Comparative historical analysis of the foundation of classical gymnasium in the first quarter of the 19th century: Russian and international experience." Education and science journal 22, no. 8 (2020): 135–61. http://dx.doi.org/10.17853/1994-5639-2021-8-135-161.

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Introduction. Improving the theory and practice of modern school dictates the need to take into account the historical and pedagogical heritage. There is a request for an in-depth and unbiased review of the history of Russian education and training. The search for effective pedagogical solutions actualises the appeal to the historical experience of Russian pedagogy, to the ideas and practices of classical education, which undeservedly remain outside the field of vision of Russian scholars and reformers of the modern Russian school.Aim and main research questions. The aim of the present research is to study the genesis of the Russian classical gymnasium in the first quarter of the 19th century. The study is an attempt at a dialogue with the past of Russian education, prompted by the intention to look into its future.This research work involves the analysis of the issues related to social and pedagogical factors, events in the process of the foundation and development of the Russian gymnasium as a new type of educational institution, and the comparison of its genesis with similar educational institutions in the West, taking into account the current problems of Russian school and education.The hypothesis of the research consists in scientific argumentation of the assessments of the foundation of the Russian classical gymnasium in the first quarter of the 19th century as a qualitatively new and important phenomenon of Russian education, which significantly influenced the further development of the Russian school.Methodology and research methods. The object of the study is the education system in Russia in the first quarter of the 19th century, and its subject is the classical gymnasium education of the indicated period. The foundation of a classical gymnasium is studied on the basis of the methodology of history of pedagogy and comparative pedagogy. The main methodological principles of historical and pedagogical science were taken into account – objectivity, historicism, comprehensiveness and consistency. In accordance with the methodology of objective positivism, the authors have made an attempt to scientifically understand and generalise the research findings and phenomena. The formulation of scientific ideas and judgments also required an appeal to the philosophy of relativism. The implementation of the methodology of comparative pedagogy provided for the search for similarities and differences, common and specific in the experience of the Russian classical gymnasium and secondary educational institutions of classical education in the West in the first quarter of the 19th century.When choosing research methods, the authors conducted the analysis of the presentation range of documents. The authors analysed more than 20 previously unpublished and unknown sources of archival holdings of the Russian State Historical Archive (St. Petersburg). Also, the authors analysed the Russian and foreign research papers published from the 19th century to the early 21st century.Research results. The genesis of the classical Russian gymnasium in the first quarter of the 19th century is presented for the first time in a holistic form: the establishment of a gymnasium under the Charter of 1804, the contribution of S. S. Uvarov to the creation of a classical gymnasium and his experiment in the St. Petersburg provincial gymnasium of 1811, the curriculum of gymnasiums of 1819, the official policy as a factor in the development of classical education. The authors compared the genesis of the Russian classical gymnasium and institutions of classical secondary education in the West in the first quarter of the 19th century.The research results demonstrate that the researched period was the key for the foundation of the classical Russian pre-revolutionary gymnasium. In Russia, a new sector of the education system was created, being in tune with the European pedagogical trends of the era. A shift of the Russian gymnasium by the end of the first quarter of the 19th century away from the encyclopedic curriculum of the beginning of the century to the strengthening of classicism was identified. The similarities and differences of the processes of its foundation compared to the genesis of complete general education in the West, especially in Prussia, are shown.Practical and scientific significance. The possibilities of updating the experience of Russian classical education in modern conditions are outlined. Turning to such experience allows us to more successfully solve not only the specific problems of the revived gymnasiums and gymnasium classes in modern Russia, but also, in general, to comprehend the prospects of classical education in the post-industrial era.

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Couyoumdjian, Juan Pablo. "Primary education and fiscal policy in Mid-19th century Chile: in search of a Balance." Revista de Historia Económica / Journal of Iberian and Latin American Economic History 26, no. 2 (2008): 145–71. http://dx.doi.org/10.1017/s0212610900000306.

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RESUMENEn este trabajo examinamos una propuesta sobre la organización de un sistema de instrucción primaria en Chile presentada por el entonces diputado Manuel Montt. Este proyecto representó una iniciativa muy anhelada en favor de la difusión de la educación en Chile, a la vez que involucró un diseño organizacional bastante radical. En la medida que el proyecto incluía consideraciones relativas al financiamiento del sistema, éste parece también relevante en cuanto al tema de la organización de la estructura fiscal de Chile. Aunque la propuesta de Montt fue finalmente desechada, las discusiones que ella suscitó constituyen un marco muy ilustrativo para debates fundamentales respecto de las bases de un sistema fiscal en el Chile del siglo XIX.

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Moon, Francis C. "Franz Reuleaux: Contributions to 19th century kinematics and theory of machines." Applied Mechanics Reviews 56, no. 2 (2003): 261–85. http://dx.doi.org/10.1115/1.1523427.

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This review surveys late 19th century kinematics and the theory of machines as seen through the contributions of the German engineering scientist, Franz Reuleaux (1829–1905), often called the “Father of Kinematics.” Extremely famous in his time and one of the first honorary members of ASME, Reuleaux was largely forgotten in much of modern mechanics literature in English until the recent rediscovery of some of his work. In addition to his contributions to kinematics, we review Reuleaux’s ideas about design synthesis, optimization and aesthetics in design, and in engineering education, as well as his early contributions to biomechanics. A unique aspect of this review has been the use of Reuleaux’s kinematic models at Cornell University and in the Deutsches Museum, in Munich, as a tool to rediscover lost engineering and kinematic knowledge of 19th century history of machines. This review article cites 108 references.

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Soaje de Elías, Raquel, and Lisandro Gallucci. "Civic Education in Latin American Context: Urban Texts in the Chilean Case (19th century)." Quinto Sol 25, no. 2 (2021): 1–21. http://dx.doi.org/10.19137/qs.v25i2.4274.

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Shevchenko, Kirill V. "The History and Culture of Galician Rus’ as Viewed by Galician-Russian Enlighteners and National Activists in the 20th Century." Almanac “Essays on Conservatism” 58 (August 1, 2020): 349–58. http://dx.doi.org/10.24030/24092517-2020-0-2-349-358.

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The article analyzes the views of the leading Galician-Russian socio-public and cultural activists of the 19th century on the history and culture of Galician Rus. Most Galician-Russian intelligentsia of the 19th century shared the idea of Galician Rusyns being an inseparable and organic part of the triune Russian people consisting of Great Russians, Little Russians and White Russians. Galician Rusyns were considered by Galician-Russian intelligentsia as a kinship branch of Little Russian people. Galician-Russian cultural figures stressed the primordial tradition of cultural and historical unity of all Russian lands as well as the important role of Galicia in common Russian history. Thus, they considered the native of Galicia Metropolitan Peter to be one of the major figures in mutual Russian history as he supported the policy of Moscow Prince Ivan Kalita and played the crucial role in turning Moscow into the church capital of Russian lands in early 14thcentury. Moreover, the Galicians and Little Russians by birth played very important role in developing Russian culture, education and public thought in the period of the 17th –19th centuries. Traditional orientation of Galician-Russian intelligentsia on Russian culture and Russian literary language in the 19th century was strongly opposed by the representatives of the Ukrainian movement, which supported the idea of Galician Rusyns being a part of the Ukrainians, not belonging to Russian nationality. Due to political reasons, Ukrainian movement was widely supported by Austrian and Polish authorities, who used the First World War as a suitable pretext for mass repressions against the representatives of Galician-Russian movement in Galician region.

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DOSTÁL, Jiří. "HISTORY OF TECHNOLOGY AND HANDICRAFT EDUCATION IN THE AREA OF THE CZECH REPUBLIC IN 18th AND 19th CENTURY." Journal of Technology and Information 9, no. 2 (2017): 31–47. http://dx.doi.org/10.5507/jtie.2017.008.

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Bum, Heo Jun. "History of Korean first conservatory Ewha from beginning to 1945." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2018): 104–10. http://dx.doi.org/10.51314/2073-2635-2018-4-104-110.

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This article is about music education and its curriculum of Ewha Woman’s Conservatory from beginning to 1945 and deals with the introduction of western educational system in Korea for the first time and the process of its development at Ewha Woman’s University which was founded in the period of opening the door of Korea at the end of 19th century. The article describes that introduction of Korean traditional music as a regular subject and Women’s University’s role in the process of preserving it and its popularization.

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YONG, WONG YUK, and W. E. MARSDEN. "CONTINUITY AND CHANGE IN GEOGRAPHY'S CONTRIBUTION TO CITIZENSHIP EDUCATION IN ENGLAND IN THE 19TH AND 20TH CENTURY." Paedagogica Historica 29, no. 2 (1993): 483–502. http://dx.doi.org/10.1080/0030923930290203.

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Siegrist, Hannes. "FORMAL KNOWLEDGE, PUBLIC TRUST AND STATE LAWYERS IN GERMANY, ITALY AND SWITZERLAND IN THE EARLY 19TH CENTURY." Paedagogica Historica 30, no. 1 (1994): 325–40. http://dx.doi.org/10.1080/0030923940300114.

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Caramelea, Ramona. "Public Examinations in Romanian Secondary Schools at the End of the 19th Century and the Beginning of the 20th Century." PLURAL. History, Culture, Society 9, no. 1 (2021): 31–52. http://dx.doi.org/10.37710/plural.v9i1_3.

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The article offers an historical perspective on examination in public secondary schools at the end of the 19th century and the beginning of the 20th century – a period of maximum expansion of secondary education. The first part of the article focuses on the institutionalization and formalization of examination practices, while the second one discusses the shaping of the examination as a topic, following the discourses produced by different social actors. In the second half of the 19th century, the school was perceived as an instrument for social mobility based on the meritocratic ideal and as an element of national and state building, being given the role of inoculating a national identity. Within this socio-educational context, secondary schools represent the recruitment pool of the administrative elite and ensure the acquisition of cultural capital necessary for accessing various positions, all these aspects shaping the social functions of exams. The documentary analysis based on archival sources revealed a nuanced social perspective, in which the teaching staff and the parents give new meanings to the concept of examination and design new functions for exams.

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Chen, Li. "Roman Law in the Curriculum of the First Chinese Students in England, France, and China." Tijdschrift voor Rechtsgeschiedenis 88, no. 3-4 (2020): 532–56. http://dx.doi.org/10.1163/15718190-00880a11.

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Summary This article retraces the beginnings of Roman law studies by Chinese students during the latter part of the 19th century. It relies on archival research in order to piece together the curricula and careers of three pioneering Chinese law students who first came to study law, including Roman law, in England, France, and China. Wu Tingfang’s legal training at an Inn of Court in London, Ma Kié-Tchong’s legal education at the University of Paris and Wang Chung Hui’s study at Peiyang University in Tianjin, all included a more or less in-depth exposure to Roman law. Ma Kié-Tchong’s wrote a thesis on Roman law in Latin. As the first surviving specimen of legal Latin written by a Chinese jurist, his work not only reflects Roman law studies in France in the 19th century, it also sheds light on the level of proficiency in legal Latin which a Chinese scholar could attain.

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Marten, Michael. "Imperialism and Evangelisation: Scottish Missionary Methods in Late 19th and Early 20th Century Palestine." Holy Land Studies 5, no. 2 (2006): 155–86. http://dx.doi.org/10.3366/hls.2007.0006.

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The article examines Scottish missionary methods in Palestine from the 1880s until World War One. Missionary activity in this context was aimed primarily at the conversion of Jews to (Protestant) Christianity. The methods employed consisted primarily of direct confrontation, provision of education, and the off ering of medical facilities. The article looks at how and why these approaches were taken and the general ineff ectiveness of each method in producing converts. The article also outlines the reaction of local populations and concludes by describing some of the consequences of the Scots' missionary efforts.

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Mills, Eric L. "“Attractive to Strangers and Instructive to Students.” The McCullochs’ 19th Century Bird Collection in Dalhousie College." Scientia Canadensis 36, no. 2 (2014): 88–108. http://dx.doi.org/10.7202/1027023ar.

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Thomas McCulloch, Presbyterian minister and educator, founder of Pictou Academy, first President of Dalhousie College 1838-1843, established a museum in Pictou, NS, by 1828, including a bird collection. To McCulloch, the order of the natural world instilled in students principles of a liberal education and a model of society. His first collections were sold, but when McCulloch came to Dalhousie in 1838 he started a new collection, hoping to make it the basis of a provincial museum. In this he was aided by his son Thomas, who had been trained as a taxidermist. The younger McCulloch kept and expanded the collection until his death, after which it passed to Dalhousie College. The current McCulloch Collection, mainly the work of Thomas McCulloch junior, seems to exemplify purposes and practices of 19th century natural history. But research shows that the collection has a hybrid origin and must be viewed with great caution as an historical artifact. This is a case study in the difficulty of interpreting 19th century natural history collections without careful examination of their history.

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ŻWANKO, LUBOW, DMYTRO KIBKAŁO, TAMARA PRYCHODKO, et al. "Polish founders of veterinary education in Eastern Ukraine in the 19th and early 20th centuries: the 170th anniversary of the Kharkiv Veterinary College." Medycyna Weterynaryjna 77, no. 03 (2021): 160–64. http://dx.doi.org/10.21521/mw.6510.

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The purpose of the article is to outline the role of Kharkiv in creation of the veterinary education system in the south of the Russian Empire, to highlight the achievements of Polish scientists in that process, and to popularize the knowledge of this aspect of the Polish-Ukrainian history as an example of fruitful collaboration between Poles and Ukrainians during the period of statelessness of both nations. At the beginning of the 19th century, Kharkiv became one of the first cities of the Russian Empire where foundations of veterinary education were laid. A special department was formed at the university: the Veterinary School, which later became the Veterinary College and the Veterinary Institute. During the 19th and early 20th centuries Polish scientists created a system of veterinary education in Eastern Ukraine. The most important role was played by Karol Wiśniewski, the pioneer of veterinary education in Ukraine as a whole, Napoleon Halicki, the first and long-standing head of the Veterinary College, and Jerzy Poluta, one of the authors of the plan for its conversion into the Veterinary Institute. Considering their great services, the Polish scientists deserve to be remembered. Their memory is preserved by the Kharkiv State Zooveterinary Academy, the main research and educational centre in Eastern Ukraine and heir to the scientific traditions initiated in the 19th century.

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HENTS, Adriana. "HISTORY OF LITERATURE OR PHILOLOGICAL STUDIES: TEXTBOOKS OF UKRAINIAN LITERATURE IN THE 19TH CENTURY IN THE UNIVERSITY SYSTEM." Ukraine: Cultural Heritage, National Identity, Statehood 33 (2020): 422–32. http://dx.doi.org/10.33402/ukr.2020-33-422-432.

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The article explores the theoretical and practical principles of Ukrainian literature histories in the context of pan-European historiographical traditions. The study's subject is histories of literature, which are an integral part of Western scientific thought and hold an important place in the history of national and European university literary studies of the nineteenth century are outlined, the histories of education. The stages of the development of the literary history of the world Ukrainian literature are analyzed and systematized in typological comparisons characteristics, criteria for selecting texts, author's interpretations, with European concepts. The difference between the historiographical studies of literature and the textbooks, which is primarily reflected in formal conceptual approaches, and methodological base, is revealed. The basis of and interdependence. The genealogical and genre features of Ukrainian literary historiographical studies is the identification of the intrinsic connection between literary history, philosophy, and history, the study of their interdependence studies are considered. The author pays attention to the methodological planes realities. The advantages and disadvantages of literary histories, reviews, and and vectors of the study of historiographical discourse. The article describes the main achievements of historians of the literature of the 19th century, comprehensively defines the methodology of creating an integrated and scientific evidence corpus of Ukrainian literature history in contemporary of university literary education and the creation of a pan-European cultural holistic syntheses of Ya. Holovatskyi, P. Kulish, M. Petrov, M. Dashkevych, I. Franko are analyzed not only in the paradigm of Ukrainian literary historiography but also in the process of integration of Ukraine into the worldeducational space. The historiography has great importance in the development discourse. Keywords: history of literature, historiography, history of ideas, textbooks, methodology of literary studies, university education.

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Kyrnysheva, Olga V. "Books repertoire of the public library in the northern province of the 19th century (for example the Ust-Sysolsky district of the Vologda province)." Bibliotekovedenie [Russian Journal of Library Science], no. 1 (February 24, 2011): 104–9. http://dx.doi.org/10.25281/0869-608x-2011-0-1-104-109.

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The article observes the history of the Ust-Sysolsk public library collection formation. It was one of the first district libraries of the Russian empire and the first public library of Komi, which influenced on the development of culture and education of the Ust-Sysolsk district of the Vologda province in the middle and the second half of the 19th century.

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Chudal, Alaka Atreya. "Nepali Intellectuals in Exile: The History of Nepali Printing in 19th- and 20th-Century Benares." Journal of South Asian Intellectual History 3, no. 1 (2021): 34–59. http://dx.doi.org/10.1163/25425552-12340020.

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Abstract Restrictions on the freedom of speech and press, along with the unavailability of competitive printing solutions in Nepal under the Rana regime, caused the centre of gravity of scholarly activities to shift to India. A number of Nepali intellectuals, who came from a variety of backgrounds and had various reasons for having migrated to India, were involved in writing and publishing starting by the end of the 19th century. In those days Benares had few if any peers among Indian cities as a centre of local traditions of education and Sanskrit learning, and as a spiritual, economic and literary destination for Nepalis. Benares, which occupies a special place in Nepali history for its immense contribution to the country’s cultural, social, literary and political evolution, was also the main hub of Nepali print entrepreneurs. This article will delve into early such entrepreneurs and an array of Nepali printing activities in Benares before 1950.

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Hildesheimer, Meir. "Religious Education in Response to Changing Times Congregation Adass-Isroel Religious School in Berlin." Zeitschrift für Religions- und Geistesgeschichte 60, no. 2 (2008): 111–30. http://dx.doi.org/10.1163/157007308783876064.

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AbstractDuring the 19th century, various frameworks were established in Germany for the purpose of providing Jewish students with religious education. The article deals primarily with the orthodox Congregation Adass-Isroel Religious School. Established in 1869 in Berlin, the school had a major impact on the development of supplementary religious instruction throughout Germany and served as a model in this area. The school's background, history, basic principles and method of instruction, as well as study subjects (Hebrew, Bible, Talmud, Religious instruction, History) are discussed and compared to corresponding religious schools. Research is based on the school's annual reports, archival material, scholarly literature, memoirs, and newspapers.

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Živanović, Nenad, and Zoran Milošević. "Organised Physical Exercising of the 19th Century: The Need, Politics, Ideology." Physical Education and Sport Through the Centuries 4, no. 2 (2017): 15–29. http://dx.doi.org/10.1515/spes-2016-0025.

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Summary The history of the 19th century, filled with various social turning points and diverse ups and downs, points equally clearly to the need for organised physical exercising. Naturally, there are various reasons for that, but they could be all classified in three groups: a) as the need – for physical exercise, that salutary food for a human being; b) as politics – due to waging of both the wars of conquest and wars of defence; c) and as ideology – which can be noted in the need for emerging and development of ethnocentric development of physical exercising. As always, people who could see farther and better than others thanks to their education, vision and emphasised patriotism were behind the idea of the need for organised physical exercising. Such people could be found in every part of turbulent Europe and each of them cared for and tried to help in preservation of their own people. In the territories populated by the Serbs we should mention the educators and patriots who raised high the torch of enlightenment working at the times full of challenges and difficult social circumstances. They were Vasa Pelagić, Djordje Natošević and Steva Todorović.

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Maniati, Helen A. "The Educational Utilization of Elements of the History of Natural Sciences (19th century): Highlighting the Cognitive Continuity with Antiquity." Science & Education 14, no. 7-8 (2005): 713–20. http://dx.doi.org/10.1007/s11191-005-0207-9.

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Seman, Frantisek. "History and Present Time of Physical Education." Physical Culture and Sport. Studies and Research 47, no. 1 (2009): 73–78. http://dx.doi.org/10.2478/v10141-009-0033-x.

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History and Present Time of Physical EducationThe first mention of standards for physical education in Slovakia refers to the Ratio education reform. This took effect on the territory of Hungary since 1777. Caring for physical education was one of the aims of the school. The requirement of compulsory school physical education is raised the first time by the poet Jan Kollar. Another Hungarian reform in the mid-19th century included physical education among the optional subjects, and this subject is taught in some cities. Physical education became a compulsory subject in 1868. Physical education was taught according to the Spiess system and the hours were for more classes or somewhere just for boys. Physical education teachers have been trained since 1871 in Budapest. A significant promoter of physical education was Ivan Branislav Zoch, author of the first Slovak textbook on physical education (1873). The level of physical education increased after the formation of Czechoslovakia in 1918. Physical education was a compulsory subject in schools other than universities (since 1938). Since 1939, in Slovakia the future teachers of physical education were trained in the Physical Education Institute of the Slovak University. The Physical Education Institute underwent a number of organizational changes. In 1960 it was converted into the Institute of Physical Education and Sports, Comenius University in Bratislava, and its direct successor is the Faculty of Physical Education and Sports, Comenius University in Bratislava. Beyond this, the physical education teachers are also trained in other institutions in Slovakia.

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