By Christina de Bellaigue
More and more heart classification households have been taking the schooling in their daughters heavily within the first a part of the 19th century, and boarding-schools have been multiplying on each side of the Channel. Schoolmistresses - hardly, in reality, the 'reduced gentlewomen' of 19th century fiction - weren't simply frequently profitable marketers, but in addition performed a tremendous half they performed within the improvement of the instructing occupation, and within the enlargement of secondary schooling. Uncovering their careers and the reports in their scholars unearths the chances and constraints of the lives of center type girls in England and France within the interval 1800-1867. but those that crossed the Channel within the 19th century frequently commented at the variations they found among the studies of French and English girls. ladies in France looked as if it would take part extra totally in social and cultural existence than their opposite numbers in England. nonetheless, English women have been felt to get pleasure from significantly extra freedom than younger French girls. utilizing the improvement of education for women as a lens during which to ascertain the lives of ladies on each side of the Channel, Educating girls explores such contrasts. It finds that the diversities saw by means of contemporaries have been rooted within the advanced interplay of differing conceptions of the position of girls with styles of academic provision, with faith, with the country, and with differing rhythms of monetary progress. Illuminating a overlooked sector of the background of schooling, it unearths new findings at the background of the professions, at the historical past of ladies and at the courting among gender and nationwide identification within the 19th century.
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Additional resources for Educating Women: Schooling and Identity in England and France, 1800-1867
Inspection reports suggest that the average number of pupils in lay and religious schools was around 50, which would mean that lay and religious schools were catering for around 116,900 and 174,000 girls respectively in 1864. There were 3,177,000 girls aged 10–19 in the population as a whole in 1861; B. R. Mitchell, European Historical Statistics, Europe 1750–1950 (London, 1975), 35. Jardin and Tudesq calculate that 15% of the population were of bourgeois origin in 1847; Vie de la nation, 211. The Development of Schooling 31 In keeping with the principle established during the Revolution that female education was a public matter, this expansion was accompanied by the development of a system of inspection and administration, clearly inﬂuenced by the establishment, in 1808, of the Université.
Loi sur l’enseignement’, 15 Dec. 1850, Recueil des lois et actes de l’Instruction Publique (Paris, 1848–91), III. 120.
Yet, diverse as these institutions were, and despite the ⁶¹ Advertisement from Jackson’s Oxford Journal, 17 Jan. 1818, cited in Skedd, ‘Education of women’, 183. ⁶² A. E. Pendered, Remarks on the education of girls (London, 1823), 5; E. Sewell, Principles of Education, drawn from Nature and Revelation, and applied to female education in the upper classes (London, 1865), ii. 219; D. Beale, ‘Girls’ schools past and present’, Nineteenth Century, 25 (1888), 546. ⁶³ Anne Price to Gill, 20 Dec. 1878, LLIB, Gill MSS.
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