Showing papers on "Compulsory education published in 1968"

The Effect of Compulsory Education and Child Labor Laws on High School Attendance in New York City, 1898-1917

Abstract: The twentieth century has witnessed a major transformation of secondary schools from exclusive institutions serving the elite to inclusive institutions serving the general population. This transformation has been marked by radical changes in entrance and graduation requirements, increasing quantity and different quality of students, expansion and dilution of curriculum and a radically new role for the high school and the high school teacher. The rise of technological and urban society within the context of American middle-class ideology has been a fundamental cause of this transformation.

Access to Education at All Levels

Abstract: Even though women are enjoying ever increasing participation in the benefits of education, they are far from having reached an equal status with men. At the various levels of instruction, the situation varies considerably depend ing on the area of the world and the country. Whether it be a question of primary education, where as soon as it is possible to establish compulsory education, this largely solves the problem; or a question of secondary education, which, espe cially in the technical and professional domain, reflects more directly woman's role in society and its socioeconomic evolu tion; or a question of higher education, a relatively new con quest for women, who, except in a few countries, still tend to pursue quite traditional study programs—the proportion of women in education varies from a small percentage to half or more of the total numbers enrolled, always lesser in the rural areas and sometimes almost overwhelmingly large in teacher- training courses. The poor schooling of girls leads to a ...

Educating the Russian Peasantry: The Elementary School Reforms of Count Dmitrii Tolstoi

Abstract: THROUGHOUT the nineteenth century the Russian government brooded over the part it should play in education. On the one hand, no great power could now maintain itself without a literate, well-trained population; on the other, schools provided the intellectual equipment, and sometimes even the stimulus, to criticize the sodal and political structure of Russia. Thus, the more the autocracy encouraged the spread of education essential to the well-being of the state, the more it contributed to the growth of antistate elements. This paper will analyze the efforts of Count Dmitrii Tolstoi, Minister of Education i866-8o, to resolve this problem in the field of elementary education. In his first report to the emperor, Tolstoi admitted: "During all the preceding reigns ... the government-.. gave little thought to teaching the masses." 1 With the liberation of the serfs in i86i, however, the state acquired the responsibility for educating an immense new segment of the population. The Emancipation Act explicitly stated that the peasants had the right to enter their children in "general education institutions." No longer could the Education Ministry ignore primary schools. And, indeed, Tolstoi assured Alexander II: "The distinctive feature of your enlightened reign ... in my department will be the education of the people whom you have emancipated," for the success of both the Russian army and the newly instituted internal reforms such as the zemstvos depended on the rapid growth of elementary education. Like many others, Tolstoi considered Prussia's compulsory education law an important factor in that country's impressive victories over Austria. Elementary schools, he concluded, have become "a major basis of public well-being (blagoustroenie obshchestvennoe)" and a "solid guarantee of the illustrious future of our vast country." 2 When Tolstoi took office in 1866, education in the countryside pre-