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This book presents expert analysis on how the remarkable rise of
mass schooling was funded during the nineteenth century. Based on
rich source materials from rural Swedish school districts, and
drawing up evidence from schooling in countries including France,
Germany, England and the U.S., Westberg examines the moral
considerations that guided economic practices and sheds new light
on how the advent of schooling did not only rest upon monies, but
also on grains, firewood and cow fodder. Exploring school
districts' motives and economic culture, this book shows how
schooling was neither primarily guided by frugal impulses nor
motivated by a fear of the growing working classes. Instead, school
spending served multiple purposes in school districts that pursued
a fair and reasonable economic practice. In addition to being a
highly-detailed case study of Sweden 1840 - 1900 this book also
entails a broadening of the theoretical horizon of history of
education into social, agrarian and economic history in a wider
context. With a focus on different systems of school finance, this
work reveals a key change over time: from a largely in-kind system
supporting schools in an early phase, followed by an increasingly
monetarized, depersonalized and homogenized system of school
finance. Boasting an interdisciplinary appeal, this will be a
welcome contribution of interest to scholars in the fields of
education history, sociology, and economics.
This book presents expert analysis on how the remarkable rise of
mass schooling was funded during the nineteenth century. Based on
rich source materials from rural Swedish school districts, and
drawing up evidence from schooling in countries including France,
Germany, England and the U.S., Westberg examines the moral
considerations that guided economic practices and sheds new light
on how the advent of schooling did not only rest upon monies, but
also on grains, firewood and cow fodder. Exploring school
districts' motives and economic culture, this book shows how
schooling was neither primarily guided by frugal impulses nor
motivated by a fear of the growing working classes. Instead, school
spending served multiple purposes in school districts that pursued
a fair and reasonable economic practice. In addition to being a
highly-detailed case study of Sweden 1840 - 1900 this book also
entails a broadening of the theoretical horizon of history of
education into social, agrarian and economic history in a wider
context. With a focus on different systems of school finance, this
work reveals a key change over time: from a largely in-kind system
supporting schools in an early phase, followed by an increasingly
monetarized, depersonalized and homogenized system of school
finance. Boasting an interdisciplinary appeal, this will be a
welcome contribution of interest to scholars in the fields of
education history, sociology, and economics.
This book examines school acts in the long nineteenth century,
traditionally considered as milestones or landmarks in the process
of achieving universal education. Guided by a strong interest in
social, cultural, and economic history, the case studies featured
in the book rethink the actual value, the impact, and the
ostensible purpose of school acts. The thirteen national case
studies focus on the manner in which school acts were embedded in
their particular historical contexts, offering a comprehensive and
multidisciplinary overview of school acts and the role they played
in the rise of mass schooling. Drawing together research from
countries across the West, the editors and contributors analyse why
these acts were passed, as well as their content and impact. This
seminal collection will appeal to students and scholars of school
acts and the history of mass schooling. Chapter 9 of this book is
available open access under a CC BY 4.0 license at
link.springer.com
This book examines school acts in the long nineteenth century,
traditionally considered as milestones or landmarks in the process
of achieving universal education. Guided by a strong interest in
social, cultural, and economic history, the case studies featured
in the book rethink the actual value, the impact, and the
ostensible purpose of school acts. The thirteen national case
studies focus on the manner in which school acts were embedded in
their particular historical contexts, offering a comprehensive and
multidisciplinary overview of school acts and the role they played
in the rise of mass schooling. Drawing together research from
countries across the West, the editors and contributors analyse why
these acts were passed, as well as their content and impact. This
seminal collection will appeal to students and scholars of school
acts and the history of mass schooling. Chapter 9 of this book is
available open access under a CC BY 4.0 license at
link.springer.com
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