Reading Log Two
Education is not the same that it was in the nineteenth century, but mainly the familiar regulations and ideas surrounding the institution of education differed even more. In the article “Motherhood and Public Schooling in Victorian Toronto” by Christopher Clubine the flexibility within attendance regulations are clearly outlined. Primarily, the mere “attendance regulations of farm children were much less strict then those of city kids”[1]. During this time period, children were expected to help out around the farm or house or go to work during the day to support their families. This allowed for parents to have the say if their children went to school or not. The mother decided, the rather reinforced this decision, but ultimately it was the mothers decision if their children went to school or not[2]. The concept of education being a choice that existed during this time period fails to exist today. Of course this began to change with compulsory attendance which in turn compromised the family economy and forced mothers to rearrange their lifestyles[3].
This beginning of change in perspective towards a focus on education is also shown in the article “The Boys in the Nova Scotia Coal Mines 1873-1923” by Robert McIntosh. Familiar social norms began to changed and along with that so did the ideas surrounding education. The father of home began to be the primary “wage earner”[4], and children under the age of 16 were banned from working in places such as mines. This forced more children into school and allowed for the working wage to increase. The ideas of “childhood [became] redefined” and the these new regulations on young people “…gave way to the schoolchild”[5]. Another reality during the nineteenth century was that mothers tended to keep their children home if they did not agree with the methods of their children’s teacher. This is not dominant in today’s society, but home schooling, which allows for control over the teaching process, is a development based upon this similar concept. In the article “Reasons for Home Schooling in Canada” by Bruce Arai the reasons of parents for home schooling their children are strictly analyzed. The study “…showed that many home schoolers are motivated by their own negative experiences in school… or to assert their right to determine their children’s education”[6].
Education is not the same today as it once was in the nineteenth century, but clearly certain thoughts still persist today. Society began to view education in higher importance and the views of childhood changed as well which, according to the above articles, ultimately compelled parents to send their children to school more often. The general analyzation of the institution of education and schooling has evidently changed over time as society changes, but it is also important to realize the similarities and why they exist.
Bibliography
Arai, Bruce. “Reasons for Homeschooling in Canada.” Canadian Journal of Education 25. No. 3. (2000): 204-217.
Clubine, Christopher. “Motherhood and Public Schooling in Victorian Toronto.” Schooling in Transition. (2012): 115-126.
McIntosh, Robert. “The Boys in Nova Scotia Coal Mines 1873-1923.” Schooling in Transition, (2012): 126-139.
[1] Clubine, Christopher, “Motherhood and Public Schooling in Victorian Toronto,” Schooling in Transition, (2012) pg. 115
[2] Clubine, Christopher, “Motherhood and Public Schooling in Victorian Toronto,” Schooling in Transition, (2012) pg. 122
[3] Clubine, Christopher, “Motherhood and Public Schooling in Victorian Toronto,” Schooling in Transition, (2012) pg. 124
[4] McIntosh, Robert, “The Boys in Nova Scotia Coal Mines 1873-1923,” Schooling in Transition, (2012), pg.130
[5] McIntosh, Robert, “The Boys in Nova Scotia Coal Mines 1873-1923,” Schooling in Transition, (2012), pg.135
[6] Arai, Bruce, “Reasons for Homeschooling in Canada,” Canadian Journal of Education, 25: 3, (2000), pg.215