Jesuit education provided the first rigorous educational "system" in the Western world from the 1540s onwards. By 1773 more than 700 Jesuit colleges and universities educating some 250,000 students worldwide constituted the largest educational network in existence up to that time. At the present day, in 68 countries worldwide, the…

Reporting within the administration responsible for primary and secondary schools in the Kirov region from the early 1930s to 1941 followed a script of escalating negativity in which the higher the chain of command, the more negative the assessment. School directors wrote positive quarterly and annual evaluations. District and municipal…

The United States government sought to foster peaceful and stable democracies in Europe following the Second World War, especially in conquered enemy territories. This essay illuminates the tensions underlying that project by examining an important element of American foreign policy during the war era--the reconstruction of educational systems in…

Throughout the first half of the twentieth century control over their schools was central to the sense of a Catholic identity for English Catholics, and its defence was a priority of their bishops. The 1944 education act threatened the financial viability of these schools. Between 1942 and 1944 the divided and uncertain response of the Catholic…

Pays tribute to Brian Simon (1915-2002), a leading educationist in the United Kingdom, who dedicated his life to educational causes. States Simon was founding president of the International Standing Congress for the History of Education (ISCHE). (KDR)

Focuses on the progressive education works of Herbert Kliebard and Sol Cohen. Introduces four genres of writings about progressive education. Argues for closer attention to be paid to the discontinuities in history of what is considered progressive education. (MER)

Focuses on the works of Irene Parker and Herbert McLachlan, who pioneered studies in religious dissent, a neglected part of educational history. Addresses this neglect as a comprehensive review and realistic assessment of the lay function of dissenting academies in 1750 to 1850 related to its impact on religious dissent. (MER)

Focuses on image based research as a tool for histiographers and educators as a contemporary learning methodology. Research included female part-time returning students and family study students. States the study of photographs allows for emotional history and opens new ways to view history. (MER)

Discussing missionary education in colonial Africa, Pearce examines the ideas of Mary Kingsley, one of the major influences on British thinking towards Africa from the late 1890's. Focusing attention on her educational views, Pearce states that she had influence on all areas of British policy in Africa, and especially West Africa. (GEA)

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…

Writing in the early 1980s in his essay "Why no pedagogy in England?", Brian Simon alleged that "The dominant educational institutions of this country have had no concern with theory, its relation to practice, with pedagogy", and, as a result, pedagogy was regarded as "either undesirable or impossible of achievement". In Simon's essay he composes…

Offers a textual map of ways that two Church Missionary Society women, Marianne Coldham Williams and Jane Nelson Williams, established networks predominantly with their evangelical sisters in England that simultaneously supported, justified, and reinforced their work as missionary educators in Aotearoa, New Zealand from 1823 to 1840. (KDR)

The authors' research is concerned with the use of visual imagery as data to examine schools and schooling. In attempting to develop knowledge further by incorporating the visual in educational research, they draw on a hybrid mix of disciplines including sociology, ethnography, history and the humanities. Many scholars and historians writing about…

This article adopts a Bourdieusian and gendered frame of analysis to examine how the aesthetic education increasingly extended to the "ordinary" pupil in English girls' secondary schools during the interwar period, and the music curriculum in particular, related to the reproduction of culture, class and gender for secondary schoolgirls.…

Discusses three areas related to history of education: (1) comments on significant changes in the academy and what it means to historians; (2) reviews shifts in wider society that transformed society's perceptions of history; and (3) reflects on changing ways historians study and approach educational history. (KDR)