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Peer reviewed
Friedman, Alice T. – History of Education Quarterly, 1985
Educational theory and practice among the most privileged group in English society--the nobility and upper gentry--are examined. Fundamental differences distinguished the humanist program of study for girls from that for boys during the middle years of the sixteenth century. (RM)
Descriptors: Comparative Education, Educational History, Educational Practices, Educational Theories
Peer reviewed
Berkeley, Kathleen C. – History of Education Quarterly, 1984
Thrust into the paid labor force for the first time after the Civil War, many Southern White women became public school teachers, usually at half the salary paid to male teachers. The struggle of these women to end the wage disparity is discussed. (RM)
Descriptors: Civil War (United States), Educational Change, Educational History, Elementary Secondary Education
Peer reviewed
Gilman, Amy – History of Education Quarterly, 1984
Vast changes took place in urban benevolence toward poor females in the first half of the nineteenth century. Agencies started by upper-class women as private organizations to support needy women became agencies run by salaried, professional, male charity workers whose job it was to train and discipline poor females. (RM)
Descriptors: Economically Disadvantaged, Females, Feminism, Higher Education
Peer reviewed
Danylewycz, Marta; Prentice, Alison – History of Education Quarterly, 1984
Growing school systems in Montreal and Toronto (Canada) between 1861 and 1881 offered radically different opportunities to men and women. Educational administrators developed bureaucratic modes of organization chiefly with male aspirations for power and social mobility in mind. Women were hired to fill the bottom ranks or were ignored altogether.…
Descriptors: Bureaucracy, Comparative Education, Educational History, Elementary Secondary Education