Teaching in the late Victorian period Jan 10th 2008

Teaching in the late Victorian period Jan 10th 2008 -...

Info iconThis preview shows pages 1–3. Sign up to view the full content.

View Full Document Right Arrow Icon
Teaching in the late Victorian period Introduction -debate about whether or not it was appropriate for women to teach -by end of 1800s the only elementary school teachers available were women -why did this happen-how do we go from a vigorous debate to a resolution of the issue at the end of the 1800s -what happened to bring about this drastic change -part of the history of the growth of the public education system in Ontario -important ideological issues -women had always taught, instructed their children, neighbours, had been a traditional endeavour for women in their home -but women had not taught publicly -in large schools, institutional settings outside the home before the mid 1800s -part of understanding what happens to women and teaching is understanding what happens with schooling and teaching -schooling moves out of the home-Sunday school, apprenticeship, into this institutionalized public system essentially controlled and regulated schools -this transition that takes place in education part of a larger process of economic and social change -part of the theme of specialization -rise of specialized public institutions which take over work that had particular be done in private settings -this period in the 1800s very important we get a system of central funded and regulated schools -see by the 1870s with compulsory education see the extension of this system unitl it reaches more and more kids within province -as the laws change, not only do more children attend but they attend them for longer and longer periods of time-more yrs. of their lives -many ppl who have written about the rise of this public school system have been so caught up with this rise of advancement of institutions given the impression that before this period children were UNEDUCATED -not true-before 1840s-most kids were educated -literacy rates were rather high in Ontario -lot of education in the home and Sunday schools (read so you can read the bible) -apprenticeship contracts-employers instruct young writers in reading and writing skills -different, informal -major instructors often times were women FEMINIZATION OF TEACHING second half of the nineteenth century -movement of women into the public schools -by the third quarter of the 1800s women become a majority among elementary school teachers or common school teachers -interested in placing that change (prentice) into the broader discussion of educational reform in the 1800s -couple of other educational reform campaigns that are CRUCIAL in allowing women to enter into public school system 1 st GRADING ie. Grade one, Grade two, etc.
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
-children were taught in informal groups-older and young -oldest school houses-one room school houses, grading not the focus of organization -emergence -in order to have grading in schools have to consolidate schools -larger schools with more students -women were thought to be the best teachers for younger students -graduated curriculum -how children learn -efficiency-more efficient to distribute your goods (education) if you separate your
Background image of page 2
Image of page 3
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 7

Teaching in the late Victorian period Jan 10th 2008 -...

This preview shows document pages 1 - 3. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online