Language and Meaning in a Documentary Source: Girls' Curriculum from the Late Eighteenth Century to the Schools Inquiry Commission, 1868

Autor/in	Cohen, Michele
Titel	Language and Meaning in a Documentary Source: Girls' Curriculum from the Late Eighteenth Century to the Schools Inquiry Commission, 1868
Quelle	In: History of Education, 34 (2005) 1, S.77-93 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0046-760X
Schlagwörter	Foreign Countries; Historiography; Females; Educational History; Educational Change; Womens Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Geschichtsschreibung; Weibliches Geschlecht; History of education; Bildungsgeschichte; Bildungsreform; 'Women''s education'; Frauenbildung
Abstract	Between 1864 and 1868, the Schools Inquiry Commission carried out enquiries into the education provided in secondary schools in England, producing the ever first official and systematic comparison of girls' and boys' performance in school. In 1869, following the publication of the Commissions report, Dorothea Beale, Principal of Cheltenham Ladies College, published a small book called "Reports Issued by the Schools Inquiry Commission on the Education of Girls." This book, which contained only the sections relating to girls, was intended to make the issues relating to their education available to a wide readership, and thus promote reform. Changes in girls education immediately following the Commissions report suggest that there was indeed progress and reform, but that many constraints had remained or were forged anew. While the historiography has shown that these constraints were based on a variety of contemporary concerns about the relation of girls to education, what has generally been ignored is that a number of these concerns were themselves inherited from late eighteenth-century educational thought and moral prescription. This paper argues that a re-reading of key comments about girls' education in the Schools Inquiry Commission in the light of this continuity helps historicize a number of critical concepts in the history of education and that Miss Beale's "Reports" provides the essential base from which to trace this legacy. By bringing together the various comments about girls scattered over the 20 volumes of the Commissions report, it created the most coherent and powerful statement about girls' education in the nineteenth century. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10