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Journal articles on the topic 'Nineteenth-Century Education'

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Published: 4 June 2021
Last updated: 2 February 2022

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1

Findlay, James, Elizabeth S. Peck, Emily Ann Smith, Lester F. Russell, and George R. Knight. "Nineteenth-Century Protestantism and American Education." History of Education Quarterly 26, no. 1 (1986): 125. http://dx.doi.org/10.2307/368882.

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2

Yeager, Gertrude M. "Elite Education in Nineteenth-Century Chile." Hispanic American Historical Review 71, no. 1 (February 1991): 73. http://dx.doi.org/10.2307/2516423.

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3

Brickman, William W. "Comparative Education in the Nineteenth Century." European Education 42, no. 2 (July 2010): 46–56. http://dx.doi.org/10.2753/eue1056-4934420206.

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4

Dickinson, Rachel, and Emma Sdegno. "Nineteenth Century Travel and Cultural Education." Nineteenth-Century Contexts 32, no. 1 (March 2010): 1–4. http://dx.doi.org/10.1080/08905491003703980.

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5

Yeager, Gertrude M. "Elite Education in Nineteenth-Century Chile." Hispanic American Historical Review 71, no. 1 (February 1, 1991): 73–105. http://dx.doi.org/10.1215/00182168-71.1.73.

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6

Behre, Goran, and Harold Silver. "Education as History: Interpreting Nineteenth and Twentieth-Century Education." European Journal of Education 20, no. 4 (1985): 420. http://dx.doi.org/10.2307/1503348.

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7

FEAR-SEGAL, JACQUELINE. "Nineteenth-Century Indian Education: Universalism Versus Evolutionism." Journal of American Studies 33, no. 2 (August 1999): 323–41. http://dx.doi.org/10.1017/s002187589900612x.

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8

Waterston, SW, MR Laing, and JD Hutchison. "Nineteenth Century Medical Education for Tomorrow's Doctors." Scottish Medical Journal 52, no. 1 (February 2007): 45–48. http://dx.doi.org/10.1258/rsmsmj.52.1.45.

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9

Braidwood, John. "Ethnic Bullying: Nineteenth-Century Magyar Education Policies." Acta Baltica Historiae et Philosophiae Scientiarum 6, no. 1 (June 10, 2018): 155–67. http://dx.doi.org/10.11590/abhps.2018.1.06.

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10

Hill, Frank A. "Progress of Education in the Nineteenth Century." Journal of Education 52, no. 22 (December 1990): 356. http://dx.doi.org/10.1177/002205749005202203.

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11

Bell, Robert, and Malcolm Tight. "Open universities in nineteenth century Britain." Open Learning: The Journal of Open, Distance and e-Learning 10, no. 2 (June 1995): 3–11. http://dx.doi.org/10.1080/0268051950100202.

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12

Keen, Suzanne, Nina Auerbach, U. C. Knoepflmacher, Hilary M. Schor, and Joseph Andriano. "Women and Nineteenth-Century Fiction." College English 56, no. 2 (February 1994): 207. http://dx.doi.org/10.2307/378735.

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13

Marshall, Byron K., Edward R. Beauchamp, and Akira Iriye. "Foreign Employees in Nineteenth-Century Japan." History of Education Quarterly 31, no. 1 (1991): 127. http://dx.doi.org/10.2307/368804.

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14

Glander, Timothy, and Nan Johnson. "Nineteenth-Century Rhetoric in North America." History of Education Quarterly 32, no. 4 (1992): 549. http://dx.doi.org/10.2307/368974.

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15

Martin, Theodora Penny, and Catherine Hobbs. "Nineteenth-Century Women Learn to Write." History of Education Quarterly 36, no. 3 (1996): 344. http://dx.doi.org/10.2307/369411.

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16

Pruitt, Paul M., and W. Hamilton Bryson. "Essays on Legal Education in Nineteenth Century Virginia." American Journal of Legal History 44, no. 3 (July 2000): 289. http://dx.doi.org/10.2307/3113852.

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17

Watts, Ruth. "Fictions of female education in the nineteenth century." History of Education 41, no. 4 (July 2012): 565–67. http://dx.doi.org/10.1080/0046760x.2012.680923.

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18

Davies, Glenn A. "Education and Journalism in Nineteenth Century Charters Towers." Queensland Review 3, no. 1 (April 1996): 10–14. http://dx.doi.org/10.1017/s1321816600000635.

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The colonial editor enjoyed a privileged position in nineteenth century Queensland, and through the newspaper editorial provided a regular social and political commentary. An analysis of the character and influences of an editor provides valuable insights into the forces that shaped the community and, at times, the colony. In the second half of the nineteenth century a popular vocation for many men with at least a passing education was journalism. Their creative spirits were to find an outlet in the plethora of provincial papers. In this whirlwind of journals, papers, and issues, it was Thadeus O'Kane of Charters Towers who stood head and shoulders above his scribbler peers. O'Kane was to be an inspiration to his colonial colleagues as a provincial catalyst for polemical discussions on the many popular political and social treatises and ideas of the late nineteenth century.
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19

Elliott, Paul, and Stephen Daniels. "Pestalozzi, Fellenberg and British nineteenth-century geographical education." Journal of Historical Geography 32, no. 4 (October 2006): 752–74. http://dx.doi.org/10.1016/j.jhg.2005.08.002.

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20

Stevenson, Louise L., and Roger L. Geiger. "The American College in the Nineteenth Century." Academe 87, no. 3 (2001): 71. http://dx.doi.org/10.2307/40252024.

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21

Flannery, Maura C. "A Nineteenth-Century Man." American Biology Teacher 65, no. 9 (November 1, 2003): 708–13. http://dx.doi.org/10.2307/4451598.

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22

Maxwell, Catherine. "Teaching nineteenth-century aesthetic prose." Arts and Humanities in Higher Education 9, no. 2 (June 2010): 191–204. http://dx.doi.org/10.1177/1474022210359396.

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23

Milewski, Patrice. "Historicizing health and education." History of Education Review 46, no. 2 (October 2, 2017): 125–35. http://dx.doi.org/10.1108/her-03-2016-0018.

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Purpose The purpose of this paper is to examine the historical roots of the modern relationship between health and education. The author draws on the work of Michel Foucault and Georges Canguilhem to make the case that the transformation of medical knowledge in the early nineteenth century created new ways knowing that was the foundation of a modern relationship between health and education. Design/methodology/approach Using the archives of ophthalmology, the author demonstrates how new medical knowledge and scientific methods were the basis of investigations of the eyesight of school children in the early nineteenth century. These investigations reflected the nineteenth century scientific ethos that placed a premium on techniques such as counting, measuring, statistical reasoning, and empirical observation to form the grounds of legitimacy of an autonomous “objective” knowledge. The modern relationship between health and education was an instance of a generalized medico-scientific interest in the health of populations that utilized the methods of empirical positivist science whose speculative interest was aimed at defining the normal. Findings Scientific investigations of the eyesight of school children in the early nineteenth century contributed to the formation of an anatomo-politics of the body and a biopolitics of population through a “medical mathematics” that defined a relation between eyesight, health and education. Originality/value This study illustrates how sources such as the archives of ophthalmology can broaden and deepen our understanding of the relation between health and education.
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24

Paolini, Gilberto, and David Thatcher Gies. "The Theatre in Nineteenth-Century Spain." Hispania 79, no. 4 (December 1996): 790. http://dx.doi.org/10.2307/345333.

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25

Barthélemy, Pascale. "ROGERS (Rebecca). A Frenchwoman’s Imperial Story. Madame Luce in Nineteenth-Century Algeria." Histoire de l'éducation, no. 139 (December 20, 2013): 96–99. http://dx.doi.org/10.4000/histoire-education.2740.

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26

Sheehan, Nancy M., Susan E. Houston, and Alison Prentice. "Schooling and Scholars in Nineteenth-Century Ontario." History of Education Quarterly 30, no. 1 (1990): 94. http://dx.doi.org/10.2307/368759.

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27

Crowley, Sharon. "Invention in Nineteenth-Century Rhetoric." College Composition and Communication 36, no. 1 (February 1985): 51. http://dx.doi.org/10.2307/357606.

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28

Dorn, Sherman. "Public-Private Symbiosis in Nashville Special Education." History of Education Quarterly 42, no. 3 (2002): 368–94. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00003.x.

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The conventional historiography describing a strict public-private divide in United States schooling is misleading. The standard story claims that public schooling was a fuzzy concept 200 years ago; the division between public and private education for children thus developed largely over the nineteenth century. In the early nineteenth century, public funds went to many private schools and even large private systems, such as the New York Public School Society. In some instances, public funds went to parochial education, either explicitly or as part of an arrangement to allow for diverse religious instruction using public funds. However, the nineteenth century witnessed growing division between public and private, largely excluding religious education (or at least non-Protestant religious education). By the end of the nineteenth century, the standard educational historiography suggests, public schools meant public in several senses: funded from the public coffers, open to the public in general, and controlled by a public, democratically controlled process. Tacit in that definition was a relatively rigid dividing line between public and private school organizations. Historians know that this implicit definition of “public” omits key facts. First, the governance of public schools became less tied to electoral politics during the Progressive Era. Public schooling in nineteenth-century cities generally meant large school boards, intimately connected with urban political machines. By the 1920s, many city school systems had smaller boards in a more corporate-like structure. The consolidation of small rural school districts in the first half of the twentieth century completed this removal of school governance from more local politics. A second problem with the definition above is unequal access to quality education (however defined). Historically, the acceptance of all students was true only in a limited sense, either in access to schools at all (with the exclusion of many children with disabilities) or, more generally, to the resources and curriculum involved in the best public schooling of the early twentieth century (as with racial segregation).
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29

Bowers, C. A. "Teaching a Nineteenth-century Mode of Thinking through a Twentieth-century Machine." Educational Theory 38, no. 1 (December 1988): 41–46. http://dx.doi.org/10.1111/j.1741-5446.1988.00041.x.

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30

McDade, Sharon A. "The American College in the Nineteenth Century (review)." Review of Higher Education 26, no. 4 (2003): 533–35. http://dx.doi.org/10.1353/rhe.2003.0028.

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31

Berman, Ronald. "Jews in the Nineteenth-Century Novel." Journal of Aesthetic Education 32, no. 2 (1998): 57. http://dx.doi.org/10.2307/3333558.

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32

Margadant, Jo Burr, and Anne T. Quartararo. "Women Teachers and Popular Education in Nineteenth-Century France." History of Education Quarterly 36, no. 3 (1996): 321. http://dx.doi.org/10.2307/369398.

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33

McNally, Kate. "STATE EDUCATION IN THE NINETEENTH CENTURY: DEMANDED OR IMPOSED?" Economic Affairs 30, no. 1 (March 2010): 43–47. http://dx.doi.org/10.1111/j.1468-0270.2009.01972.x.

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34

Shrimpton, Nicholas. "Valerie Purton (ed). John Ruskin and Nineteenth-Century Education." Review of English Studies 70, no. 296 (March 21, 2019): 784–86. http://dx.doi.org/10.1093/res/hgz026.

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35

Watts, Ruth. "Education, empire and social change in nineteenth century England." Paedagogica Historica 45, no. 6 (December 2009): 773–86. http://dx.doi.org/10.1080/00309230903407519.

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36

Grigson, Caroline. "Exhibiting Animals in Nineteenth-Century Britain. Empathy, Education, Entertainment." Journal of the History of Collections 27, no. 2 (December 2, 2014): 284–85. http://dx.doi.org/10.1093/jhc/fhu072.

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37

Prakash, Archana. "Reappraising the French role in nineteenth-century Egyptian education." Middle Eastern Studies 54, no. 4 (February 28, 2018): 537–54. http://dx.doi.org/10.1080/00263206.2018.1441147.

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38

Derrick, M. Elizabeth. "What can a nineteenth century chemistry textbook teach twentieth century chemists?" Journal of Chemical Education 62, no. 9 (September 1985): 749. http://dx.doi.org/10.1021/ed062p749.

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39

Ianeva, Svetla. "Hygiene in Nineteenth-Century Ottoman Bulgaria." Turkish Historical Review 5, no. 1 (April 30, 2014): 16–31. http://dx.doi.org/10.1163/18775462-00501004.

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The article examines the most important elements of personal, home and everyday life hygiene and several aspects of public hygiene such as the availability and public use of water, the state of cleanliness of the streets and other public places (bazaars, caravanserais, hospitals), the location and state of the graveyards, some public measures for the prevention of the spread of diseases (isolation and quarantine) in nineteenth-century Ottoman Bulgaria. The differences in the hygienic notions, habits and practices of the local population based on religion, culture and tradition as well as the existence or absence of mutual influences in this respect are considered. The article addresses also the question of the beginning of some transformations in the traditional patterns of hygiene in the region, mainly during the second half of the nineteenth century, under European influence and under the influence of modern education.
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40

Gomersall, Meg. "Education for Domesticity? A nineteenth‐century perspective on girls' schooling and education." Gender and Education 6, no. 3 (January 1994): 235–47. http://dx.doi.org/10.1080/0954025940060301.

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41

Noll, M. A. "Nineteenth-Century Religion in World Context." OAH Magazine of History 21, no. 3 (July 1, 2007): 51–56. http://dx.doi.org/10.1093/maghis/21.3.51.

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42

Hooper, Carole. "Access and exclusivity in nineteenth-century Victorian schools." History of Education Review 45, no. 1 (June 6, 2016): 16–27. http://dx.doi.org/10.1108/her-02-2014-0010.

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Purpose – In the mid nineteenth-century Victorian government-aided schools were patronised by a broad spectrum of the community, many of whom sought a higher, or “middle-class”, education for their children. The various educational boards responsible for the administration of the public system, while not objecting to the provision of advanced tuition, were determined to ensure it was not offered on a socially selective basis. The purpose of this paper is to examine how accusations that some schools had engaged in socially selective practices led to the eventual removal of higher subjects from the curriculum. Design/methodology/approach – Documentary evidence, particularly the correspondence between the central educational boards and the local school committees, is examined to assess the validity of the claims and counter claims made by those involved. Findings – It appears that administrators used accusations of social exclusion to justify the removal of advanced subjects from the curriculum; with the result that it was not until state high schools were established early in the twentieth century that a higher education was again offered in the public sector. Originality/value – The paper looks at an area of educational provision that has attracted little attention from researchers.
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43

Jenks, Charles E., and Wilma King. "Stolen Childhood. Slave Youth in Nineteenth Century America." History of Education Quarterly 39, no. 2 (1999): 201. http://dx.doi.org/10.2307/370040.

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44

Hart, D. G., and David A. Dowland. "Nineteenth-Century Anglican Theological Training: The Redbrick Challenge." History of Education Quarterly 39, no. 2 (1999): 222. http://dx.doi.org/10.2307/370051.

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45

Soffer, Reba N., and James Holt McGavran. "Romanticism and Children's Literature in Nineteenth-Century England." History of Education Quarterly 32, no. 4 (1992): 544. http://dx.doi.org/10.2307/368971.

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46

Neatby, Nicole, R. D. Gidney, and W. P. J. Millar. "Professional Gentlemen: The Professions in Nineteenth-Century Ontario." History of Education Quarterly 37, no. 2 (1997): 221. http://dx.doi.org/10.2307/369370.

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47

Franklin, V. P., and Wilma King. "Stolen Childhood: Slave Youth in Nineteenth-Century America." History of Education Quarterly 36, no. 4 (1996): 508. http://dx.doi.org/10.2307/369788.

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48

Riley, Martha Chrisman. "Portrait of a Nineteenth-Century School Music Program." Journal of Research in Music Education 38, no. 2 (1990): 79. http://dx.doi.org/10.2307/3344928.

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49

Tolliver, Joyce, Lou Charnon-Deutsch, and Jo Labanyi. "Culture and Gender in Nineteenth-Century Spain." Hispania 80, no. 3 (September 1997): 489. http://dx.doi.org/10.2307/345826.

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50

Johnson, Michael N. "Nineteenth‐century agrarian populism and twentieth‐century communitarianism: Points of contact and contrast." Peabody Journal of Education 70, no. 4 (June 1995): 86–104. http://dx.doi.org/10.1080/01619569509538849.

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