Titlebook: Girls‘ Secondary Education in the Western World; From the 18th to the James C. Albisetti,Joyce Goodman,Rebecca Rogers Book 2010 Palgrave Ma

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Handelsrechtlicher Jahresabschlu?ble republican feminist of the early 1900s. She attributed what she considered to be a sad state of affairs to the atmosphere of “moral asphyxia” and the flawed nature of girls’ convent education that contributed to the “imprisonment” of women. For bourgeois and aristocratic girls, the domestic orie

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,Selbst?ndige Hilfspersonen des Kaufmanns,on in Europe. In addition to providing the curricula and timetables for schools in many countries, Arato also discussed the widely differing practices with regard to coeducation and the role of men and women teachers in girls’ schools, themes echoed in many chapters of this volume.

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Kommanditgesellschaft auf Aktienling for the working class and secondary for the middle class. Scottish education was largely mixed, while Wales introduced dual schools (a girls’ side and a boys’ side under one roof) in 1889. In England single-sex girls’ secondary education predominated until comprehensive schools became widesprea

內(nèi)部

https://doi.org/10.1007/978-3-663-13309-4nly emerged in the late nineteenth century when the State created a public secondary system for girls that echoed—with a difference—what Napoleon Bonaparte had set up for boys in 1802. This chapter builds on existing scholarship to argue that this vision of “serious education” sorely underestimates

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,Girls’ Secondary Education in the Western World: A Historical Introduction,on in Europe. In addition to providing the curricula and timetables for schools in many countries, Arato also discussed the widely differing practices with regard to coeducation and the role of men and women teachers in girls’ schools, themes echoed in many chapters of this volume.

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