Early Central Regulation, Slow Financial Participation: Relations between Primary Education and the Dutch State from ± 1750-1920

Autor/in	van Gijlswijk, Dick
Titel	Early Central Regulation, Slow Financial Participation: Relations between Primary Education and the Dutch State from ± 1750-1920
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 52 (2016) 4, S.364-379 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2016.1170708
Schlagwörter	Elementary Education; Educational History; Financial Support; Economic Factors; Educational Finance; Poverty; Administrative Organization; Models; Freedom; Private Education; Public Education; Educational Attitudes; Political Attitudes; Christianity; Educational Equity (Finance); Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Elementarunterricht; History of education; Bildungsgeschichte; Finanzielle Förderung; Ökonomischer Faktor; Bildungsfonds; Armut; Analogiemodell; Freiheit; Privatunterricht; Öffentliche Erziehung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Political attitude; Politische Einstellung; Christentum; Ausland; Niederlande
Abstract	The declining economy of the Dutch Republic obliged city governments in the eighteenth century to take measures to undo the effects of the social deterioration. They therefore founded schools for the poor and sometimes gave full financial support. After 1795, the Batavian Revolution proclaimed that primary education was a state affair, but after a contest for hegemony between political elites, funding of schools in particular was left to provinces and communities. The desolate finances of the Batavian Republic made it nearly impossible for the national government to intervene with financial resources. After 1813 the situation did not change much; under King William I the decentralised funding model remained despite his absolutist activity. The constitution from 1848 offered freedom but after the new law of 1857 confessional politicians promoted private education because they found the neutral character of public education unacceptable for their children. Liberals aggravated the demands for primary education and were responsible for the fact that communities received state support to fulfil the demands in the law of 1878. But liberal hegemony broke down and confessional politicians succeeded in gaining state support for private schools in 1889 in exchange for their cooperation with the extension of suffrage. This process was repeated after 1913 when liberals negotiated with Christian politicians concerning general suffrage and equal funding of the private schools. The Dutch state dominated through that result in 1920 primary education but did not gain a monopoly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01