Education for Empire brings together topics in American history often treated separately: schools, race, immigration, and empire building. During the Gilded Age and Progressive Era, American imperial
The first half of the nineteenth century brought two major revolution, the British Industrial Revolution and the French political revolution, which devastatingly heralded the modern world. In Newfound
In Protectorate Cyprus, education was one of the most effective tools of imperial control and political manipulation used by the British. Imperial Control in Cyprus charts the cultural and educational
This book tells a story of radical educational change. In the early nineteenth century, an imperial civil society movement promoted modern elementary 'schools for all'. This movement included British, American and German missionaries, and Indian intellectuals and social reformers. They organised themselves in non-governmental organisations, which aimed to change Indian education. Firstly, they introduced a new culture of schooling, centred on memorisation, examination, and technocratic management. Secondly, they laid the ground for the building of the colonial system of education, which substituted indigenous education. Thirdly, they broadened the social accessibility of schooling. However, for the nineteenth century reformers, education for all did not mean equal education for all: elementary schooling became a means to teach different subalterns 'their place' in colonial society. Finally, the educational movement also furthered the building of a secular 'national education' in Englan
When modern primary schools were first founded in Japan and Egypt in the 1870s, they did not teach art. By the middle of the twentieth century, art education was a permanent part of Japanese and Egypt
Published in 1905, this book by A. S. Wilkins was intended to provide an introduction to the history of the ancient Roman system of education. It begins from a purely national stage, considering the basis of education in the early Roman Republic, before tracing the historical influence of the flood of Greek culture which poured into Rome from the middle of the third century BC and lasted well into the age of the Empire. Elementary and higher education are examined in respective chapters, and the subject of state endowment is also considered. Wilkins quotes freely from original sources without always providing English translations, so some knowledge of Latin is expected.
Series: Routledge Companions in Business, Management and AccountingOriginally published in 1973, this book describes the medieval origins of the British education system, and the transformations succe
Roman children often seem to be absent from the ancient sources. How did they spend their first years of life? Did they manage to find their way among the various educators, often slaves, who surrounded them from an early age? Was Roman education characterised by loving care or harsh discipline? What was it like to be a slave child? Were paedophilia and child labour accepted and considered 'normal'? This book focuses on all 'forgotten' Roman children: from child emperors to children in the slums of Rome, from young magistrates to little artisans, peasants and mineworkers. The author has managed to trace them down in a wide range of sources: literature and inscriptions, papyri, archaeological finds and ancient iconography. In Roman society, children were considered outsiders. But at the same time they carried within them all the hopes and expectations of the older generation, who wanted them to become full-fledged Romans.
For the vast majority of Native American students in federal Indian boarding schools at the turn of the twentieth century, the experience was nothing short of tragic. Dislocated from family and commun
In this rich and rewarding memoir, T.K.Taylor describes his experiences in schools from Kuala Lumpur to Johore Bahru as he worked in the Colonial Service to help rebuild the country in the aftermath o
From the first to third century AD Greek athletics flourished as never before. This book offers exciting readings of those developments. Drawing on a wide range of evidence, it sheds light on practices of athletic competition and athletic education in the Roman Empire. In addition it examines some of the ways in which athletic activity was represented within different texts and contexts. Most importantly, the book shows how discussion and representation of athletics could become entangled with many other areas of cultural debate, and used as a vehicle for many different varieties of authorial self-presentation and cultural self-scrutiny. It also argues for complex connections between different areas of athletic representation, particularly between literary and epigraphical texts. It offers re-interpretations of a number of major authors, especially Lucian, Dio Chrysostom, Pausanias, Silius Italicus, Galen and Philostratus.
