This paper compares the founding of the elementary school systems of Ireland and Ontario in the nineteenth century. The systems shared a common set of textbooks that had originated in Ireland. Using examples from a number of these books, which were part of a series that had been specially prepared for the Irish national school system, founded in…

This article charts the development of education in the lower Arabian Gulf from its traditional beginnings in the nineteenth century to the provision of more formal schooling and eventually a ministry of education following Britain's withdrawal from the region in 1971. In order to provide a better understanding of the complexities and relative…

This article surveys the history of compulsory education for soldiers' career advancement in the British army. It begins with an examination of the organizational context before analyzing the rationale, syllabus, teaching and assessment of soldier education. It concludes that for members of the army education organization their self-perception as…

This article examines the attitudes of the colonial and metropolitan governments towards the promotion of English-language education on Hong Kong Island between 1842 and 1860. The study, which draws on a range of unpublished primary sources, was conducted in response to Whitehead's recent call for detailed case studies of colonial education…

"The Force of Ideas" describes a little-known aspect of both educational history and Viennese psychoanalysis during the interwar years: the movement for psychoanalytic pedagogy. The author traces her father's own story, beginning with his application to the Vienna Psychoanalytic Society for training as a psychoanalytic pedagogue, as a…

Between the years 1918 and 1953 a remarkable and sustained experiment in education occurred at an unremarkable village elementary school mid-way between Manchester and Bolton in Lancashire, England. Prestolee School at the heart of the industrial mill town of Kearsley was transformed by the head teacher, Edward Frances O'Neill (1890?1975).…

Oliveira Salazar's accession to the government followed the military coup of 1926, which put an end to the period of democratic republican life. The Constitution approved in 1933 defined the new regime, which came to be known as "Estado Novo". Ideologically sustained by an anti-liberal concept of Catholicism, this political regime would…

Outlines the historical background preceding the emergence of bilingual education in several of Ireland's western districts. Discusses the nature of the program, the training of bilingual teachers, and efforts by teachers themselves to develop bilingual methods. Examines the program's introduction throughout the districts and charts its general…

Discusses the views of A. J. Mundella concerning the scope and quality of the government's provision for education in England, which he considered to be inadequate when compared with many other nations. Examines his actions and ideology, and those of Robert Wild, concerning the status of teachers in England. (GEA)

Discusses the educative role of the family in pre-industrial England focusing specifically the role of the mother. Provides quotes from diaries and other contemporary sources of information to document the points being made. (GEA)

Examines the "accomplishments curriculum" which emerged as the dominant mode of education for middle-class girls in Britain and its colonies in the late eighteenth and early nineteenth centuries. Discusses the expanded educational opportunities for women, describing their social effects, such as the early emergence of middle-class…

Examines the extent to which the schooling experiences of working class girls and boys differed between 1800 and 1870. Focuses on the most apparent differences, such as access to schooling, curriculum, and standards of achievement. (GEA)

Examines the Bristol Day Training College for Women (England) which was founded to meet the growing need for teachers following the 1870 Education Act. Discusses its early emphasis on elementary school teacher training for women, and its resulting significance in the history of women's education. (GEA)

Examines the influence of education upon the lives of British working-class girls between 1870-1914, taking into account the fact that for many, schooling was subordinated to work. Discusses gender stereotyping, stating that only the most determined girls obtained, through education, entry into jobs allowing talent development and competition with…

Discusses the formation of the National Union of Women Teachers in England. Examines how it sought to combine, within one organization, elements of feminism, traditional trade union concern for members' salaries and working conditions, and a desire to protect and enhance its members' professional status. (GEA)