MUNICIPAL ADMINISTRATION OF FORMER JESUIT COLLÈGES IN FRANCE, 1761–1763(1)

Ever since the 19th century–when the Unitarian state came to be–Western countries have accepted the principle of (state) intervention in the interest of the child.1 ¹ Cf. G. Tillekens (Ed.), Het opgelegde leren. Hoofdstukken uit de geschiedenis van de school (Nijmegen, 1986). T. Peters and L. Walgrave, “Maatschappelijk‐historische duidingen bij het ontstaan van de Belgische jeugdbescherming”, Nederlands Tijdschrift voor Criminologie, XX (1978) 2, pp.57‐70. This readiness to intervene has led to an ever expanding and increasing interventionism in the actual development of youth care.2 ² Cf. E. Verhellen, Jeugdbescherming en jeugdbeschermingsrecht (Antwerpen, 1989). With respect to any of these interventions, one can distinguish specific environmentally related effects.3 ³ Especially in matters of education, these specific environmentally‐related effects have been the object of research and compensating action. For a survey, see for instance H, Brutsaert, Gelijke kansen en leerlinggerichtheid in het secundair onderwijs (Leuven, 1986). A. Dewaele, De onderwijssituatie van de verschalende sociale groepen in Viaanderen. Een literatuurstudie met bijzondere aandacht voor de arbeidersgroep (Leuven, 1982). A. Demeyer, Het lager scolair rendement van arbeiderskinderen als sociaal probleem (Doctoral dissertation, Gent, 1975). C. Smets (Ed.), Onderwijs en vorming als hefbomen voor armoedebestrijding (Brussel, 1987). For specific environmentally‐related effects in juvenile justice, see M. Andriessen, “Kinderbescherming en gezinspolitiek”, in: P. Engelen e.a., Ouderschap in verandering (Lisse, 1986) pp. 260‐270. L. Walgrave, Uitgeleide aan de jeugdbescherming (Leuven, 1978). E. Verhellen, “Statusdelikten‐situaties: nieuwe variaties op een actueel ouder thema”, in: Het Statusdelikt (Gent, 1982) pp. 85‐103. Lower or unskilled working‐class children in particular tend to be highly “socially vulnerable’.4 ⁴ The term was launched by N. Vettenburg, L. Walgrave and J. Van Kerckvoorde in: Jeugdwerkloosheid, jeugddelinquentie en maatschappelijke kwetsbaarheid (Antwerpen, 1984). It refers to the danger encountered by population groups to suffer the negative effects of their contacts with social institutions. Yet, this social vulnerability cannot be considered apart from the overall frame of policy, in which both social institutions and youngsters with their families are actors. See, M. Bouverne-De Bie, ‘Over jeugdwerkloosheid, of: de gedwongen kwetsbaarheid van een generatie’, in: Panopticon, V (1984) 6, pp. 495–506. Findings like these raise questions as to the processes through which youth care has developed, as well as to the processes which contribute to the preservation of these specific environmentally related effects.

     

The Cleveland Conference

Human beings whose primal impressions come from a machine — it's the first time in history this has occurred ... a cloud settles over the country from coast to coast, a cloud of visual and aural symbols creating the new kind of thought‐environment in which Americans now live. ^{1 1}Ruth Goldsen, The Show and Tell Machine, (New York: Delta Pub. Col, 1975), pp. ix, l.

The ubiquitous box influences what we squirt, squeeze, smear. It has become the predominant inculcator of values. It has changed the long standing institutions of government, religion, and family. ^{2 2}Gail West, “The Effects of T‐V: A Bibliography,” The Living Light, 17 (Fall ‘80), p. 220.

     

How does the Curriculum Change? 2. Systems and Strategies

An earlier article in this journal ^{1 1}E. Hoyle, “How does the curriculum change? I. A proposal for enquiries,” J. Curr. Studies, Vol. I, No. 2, 1969. Based on course work for the degree of M.Ed., University of Liverpool. discussed two aspects of curriculum change: the relationship between social change and educational change, and the diffusion of innovation in education. The present article focusses upon two further aspects of curriculum change: the innovativeness of schools and strategies of planned curriculum change.

     

'When in doubt,preserve': exploring the traces of teaching and material culture in English schools

To start with polytechnics, and so on, is like presenting a naked man with a top‐hat when what he wants is a pair of trousers. ^{1 1}D. Dilks, Curzon in India, (2 vols., New York, 1969), I, 244.

Lord Curzon, 1901

     

Attempts to Introduce a School of English Literature at Oxford: the National Debate of 1886 and 1887

Apprentice training is and always has been a somewhat delicate subject and is often handled in discussion between employers and the trade unions much in the same way as a chemist handles T.N.T. ^{1 1}W.J. Carron, ‘Address of the President of the AEU to the Seventh Annual Conference of the British Association for Commercial and Industrial Education: East Midlands Area’, in British Association for Commercial and Industrial Education (BACIE), The Changing Pattern of Apprentice Training (place of publication not given, 1958), 38.      

The educational work of the Parliamentary Committee of the British Association for the Advancement of Science

She (Lady Darling) was rarely not pregnant. (She gave birth to a son in October 1826)... to another son in 1827 (who died in 1828), a daughter in 1829, she miscarried in 1830, and was heavily pregnant when she left the colony in 1831. Often indisposed, for nearly a year she was hardly able to leave her couch. ^{2 2}Heather Radi ‘Fanny Macleay’, in Heather Radi, ed., 200 Australian Women (Broadway: Women's Redress Press, n.d.), 7.      

The English day TB schools 1910‐39

We did not take much part in the life of the university, and we suffered many restrictions. We were asked always to wear gloves in the town (and of course hats!); we must not ride a bicycle in the main streets, nor take a boat out on the river in the daytime unless accompanied by a chaperon who must be either a married woman or one of the college dons. ^{1 1}1 Quoted in Ann Phillips ed., A. Newnham Anthology (Cambridge, 1979), 38.      

Subject associations: the cases of secondary phase geography and home economics, 1976–;94. 1

‘Congratulations on getting Geography in the national curriculum‘ ^{2 2}This is taken from responses to a questionnaire survey of the Geographical Association's products and services to members conducted in 1988. In all quotations the original punctuation, spelling and grammar have been retained.      

Die Schweiz im Abseits? Bestimmende Themen der Pädagogik zwischen 1945 und 1954

This article deals with the educational Situation in post‐war Switzerland between 1945 and 1954. The author describes three processes which took place during this period. On the basis of an analysis of two educational journals, the “Schweizerische Lehrerzeitung” and the “Schweizer Schule”, the author distin‐guishes a phase of irritation, followed by a time of isolation. The third phase (around 1954) was characterized by integrating forces which manoeuvred the educational development in Switzerland into a position between collaboration with processes from abroad and position taking. ^{1 1}Überarbeitetes Referat, gehalten anlässlich der Jahrestagung 1993 der Historischen Kommission der Deutschen Gesellschaft für Erziehung in Thumau bei Bayreuth, 21. September 1993.

     

FUNDAMENTALISM AS A CHALLENGE FOR RELIGIOUS EDUCATION

“. . . human experience is shaped, molded, and in a sense constituted by cultural and linguistic forms. There are numberless thoughts we cannot think, sentiments we cannot have, and realities we cannot perceive unless we learn to use the appropriate symbol systems ... to become religious involves becoming skilled in the language, the symbol system of a given religion.” — George Lindbeck ^{1 1}George Lindbeck, The Nature of Doctrine (Philadelphia: The Westminster Press, 1984), 34.

“My child is not learning anything. All they do in there is play.” — disgruntled parent after observing a preschool church school class.

     

Cumbria; An Open Tech Feasibility Study

A recent FEU paper, ‘TDLB Standards in Further Education’, advocates that in future, ‘initial teaching training’ and progression routes for staff in AFHE should be founded on ’national, competence‐based standards’. ¹ 1. ‘TDLB Standars in Further Education’, FEU, London, February 1992      

STUDENTS AND MISSIONS TENTH QUADRENNIAL STUDENT VOLUNTEER CONVENTION

It is my profound belief that churches must get out of the way and encourage sexually explicit instruction that takes seriously peoples’ needs for intimacy. . . . I would also say that the churches and synagogues, after cleaning up their own house — and maybe in the process of cleaning up their own house — are in fact a resource for educating people in this society [about AIDS]; and should not be written off; and should be in fact at the educational task which — as the word “rabbi” would tell you — is basically the task of the church. ^{1 1}Rev. Joan Campbell, Executive Director, U.S. Office of the World Council of Churches — Address to III International Conference on AIDS, Washington, DC, June 4, 1987.

     

Interpreting biography in the History of Education: past and present

Epigraph

At the time I began work in university, I entered a world which was leisured, privileged and patriarchal, in the United Kingdom at least…. I came from a world in which only 3% of the population aspired to university. I belonged to a world in which, having got where I was through the eleven-plus and ‘A’ levels, there was almost a sense that society owed us a living. (Roy Lowe, 2002 ^{1 1}Roy Lowe, ‘Do We Still Need History of Education: Is it Central or Peripheral?’ History of Education 31, no. 6 (2002): 492–3. )

Women were not obviously on the outside when I attended my first conference – a day conference in 1976 at what was then the Birmingham Polytechnic, now University of Central England. Many women attended although in the first years few were keynote speakers. More importantly there was little about women in the history itself except in the meetings of the Women’s Education Study Group where Carol Dyhouse, June Purvis, Penny Summerfield and Gaby Weiner were all dominant. (Ruth Watts, 2005 ^{2 2}Ruth Watts, ‘Gendering the Story: Change in the History of Education’, History of Education 34, no. 3 (2005): 226. )

In 1967, aged 11, I moved on from my primary school in south London, and was selected to enter the local grammar school. I left most of my friends behind and began a daily routine of walking nervously through the council housing estates in my school uniform. By the time I left this school, seven years later, it had moved to one of the more prosperous suburbs of London to avoid being turned into a comprehensive. In the early twenty-first century, it is one of the leading academic secondary schools in the country, which it certainly was not in 1967. (Gary McCulloch, 2007 ^{3 3}Gary McCulloch, ‘Forty Years On: Presidential Address to the History of Education Society, London 4 November 2006’, History of Education 36, no. 1 (2007): 6. )     

Ambiguities in the Lives of Children: Postmodern Views on the History and Historiography of Childhood in English Canada

Ambiguity is certainly instructive in that it reveals‐ that the problem itself persists at the heart of the solution presumably given to it.’ ^{1 1}’George Canguilhem, The Normal and the Pathological (New York. Zone Books, 1391) p. 76.      

‘Even far distant Japan’ is ‘showing an interest’: the English Froebel movement's turn to Sloyd

Accumulation of capitalised wealth, vast mineral resources, a splendid geographical position ‐‐ these advantages avail less and less as the advances of science place all nations on one footing. We shall hold our own in the world as people if our teachers are determined that children shall be trained in the discipline that leads to wisdom, the discipline that leads to health, and the discipline that leads to strength, and such disciplines, I am convinced, will be found in Swedish Sloyd. ^{1 1}Rooper, T. G. School and Home Life (London, 1896), 479.      

A Breadth‐First Introductory Curriculum in Computing

This article identifies strengths and weaknesses in the introductory course sequence in computing, ^{1 1}Read as “computer science,” “computer science and engineering”, or any similar title. View all notes and proposes an alternative sequence using a “breadth‐first” approach. This approach integrates theoretical material, includes scheduled laboratory work, and covers a broad range of subject matter in the discipline of computing. We also summarize our early experience teaching the first course in this sequence.

     

Book review

Gender & Technology: Empowering Women, Engendering Development** London and New York: Zed Books Ltd. . By Everts, Saskia (1998)

Privatising Agricultural Extension in India** Policy Paper 10, National Centre for Agricultural Economics and Policy Research, P.O. Box 11305, New Delhi 110 012, India, February 2000. 95 p. 64 . By Rasheed Sulaiman V and V.V. Sadamate.     

Between patriotism and nationalism: Johan Hendrik Swildens and the ‘pedagogy of the patriotic virtues’ in the United Dutch Provinces during the 1780s and 1790s

The dominant influences that forged curriculum policy in relation to the literacy curriculum in New Zealand during the 1930s can be seen to be enmeshed in the politics of the wider context of what de Castell and Luke have identified as the ‘literacy ideologies of the British Empire’. ^{1 1} See de Castell, Suzanne and Allan Luke. “Literacy Instruction: Technology and Technique.” American Journal of Education 95, no. 3 (1987): 413–440. It was these literacy ideologies and concerns over the cultural authority of ‘standard English’ that were to spark a growing public and professional concern during the 1930s over New Zealanders’ speech and the growing ‘insidious’ influence of American‐derived popular culture. These tensions led to debates that would eventually highlight the need for New Zealanders to develop their own national and cultural identity. They would also bring into question the role of Maori language and culture in New Zealand primary school education, and herald the first challenges to the cultural dominance of the English language in New Zealand’s Native schools in the late 1930s.     

Reason,revelation and reform: Thomas Dick of Methven and the ‘Improvement of Society by the Diffusion of Knowledge‘

I. [A] host of new educational devices ranging from lantern lectures to the Mechanics’ Institutes set up in many towns propagated the ideology essential to the creation of that new and viable class society which was progressively ousting the old aristocratic ethos. Thomas Dick of Methven, Secession clergyman, popular author, pioneer of Mechanics’ Institutes, saint and astronomer, summed up in himself many of the strengths of the new society.? ¹B. Lenman, Integration, Enlightenment and Industrialization: Scotland 1746‐1832 (The New History of Scotland, VI, London, 1981), 167.      

Learning When

The burden of our assumption is that learning is not a special class of psychological process; it is synonymous with any and all psychological processes. It is not something that happens to a person on occasion; it is what makes him a person in the first place ... Some readers may be dismayed at this turn of events ... If it is any comfort to do so, one may say that learning has been given a pre‐eminent position in the psychology of personal constructs, even though it has been taken out of circulation as a specific topic In the language of administrators, it has been “kicked upstairs.”

George Kelly: A Theory of Personality ^{2 2}George A. Kelly, A Theory of Personality (Norton, N. Y. 1963) PP. 75‐76.