module 4 - end of 1st midterm

Question 1

common schooling

Answer 1

• what we call “public schools” today; publicly funded and available to all children
• very few by the 19th century/1800s
• variation in attendance as mainly the privileged class attended vs. farmers & working class
• uneven academic development often due to attendance variation
• curriculum was not age-graded and instead based on an individuals level of development

Question 2

discourses supporting extended schooling (mid 19th century)

Answer 2

• argue more children need to attend school and more need to attend in more regularly
• making school compulsory and mandatory for certain ages

Question 3

progressive politicians on extended schooling

Answer 3

• progressive politicians → independence
• ordinary citizens have the right to an education so they can work toward their own political self-interest and be informed

Question 4

colonial politicians on extended schooling

Answer 4

• colonial politicians → social order
• supported status quo
• education was important to socialize children into their appropriate roles and maintain social order
• e.g. appropriate roles based on socioeconomic status or race
• this idea was part of the residential school enactment; to socialize indigenous children into their “appropriate roles”

Question 5

social reformers on extended schooling

Answer 5

• social reformers → solving the problem of idle youth
• importance of making education mandatory to solve the problem with of young people getting into trouble when they have to much time on their hands
• teach discipline, respect for private property and virtue of manners

Question 6

farmers on extended schooling

Answer 6

• farmers → declining availability of farmland
• availability of more schooling for their children because of the declining availability of farmland
• farming parents realized not all of their children would be able to grow up and be farmers because there wasn’t enough land available anymore so it was important for them to find other means of making a living through school if farming wasn’t possible

Question 7

christian theologies on extended schooling

Answer 7

• christian theologies → children have original sin and require continuous discipline
• based on interpretation of the bible at that point in time
• born sinful and need continuous discipline to beat that out of them and send them on the right path

Question 8

compulsory schooling

Answer 8

• regional variation in legislation mandating mandatory education (variation in mandatory ages and how many weeks per year attendance was required)
• opposition by some parents because they assume they know what’s best for their children and that the government should “back off”
• lower income families/farming families still couldn’t afford to not have their children involved in economic production/labour
• contributed to age-graded urban schools as laws expanded

Question 9

high school

Answer 9

• high schools were intended for youth of higher socioeconomic status
• curriculum was focused on moral refinement like etiquette and art appreciation
• calls for mandatory common and compulsory high school education

Question 10

reasons for the push for compulsory high school education

Answer 10

1. medical discourses
2. economic discourses
3. political discourses

Question 11

medical discourses for compulsory high school

Answer 11

• medical science was concerned about the ability for healthy reproductive capacities and understanding puberty
• e.g. changes, urges, pregnancy, etc

Question 12

economic discourses for compulsory high school

Answer 12

• division of labour in an industrialized society; all sorts of different necessary jobs for society to run smoothly
• once children learn fundamentals of common education (read, write, count), they can need to figure out how to make a living in a complex division of labour
• looking at the various forms of adult roles and how they can be achieved

Question 13

political discourses for compulsory high school

Answer 13

how do you grow up to help build a strong independent canada

Question 14

academic track

Answer 14

• consisted of classes that would prepare some students for a future university education to become doctors, lawyers, etc
• e.g. classes in advanced levels of mathematics, literature, history, and so on

Question 15

commercial track

Answer 15

consisted of classes that would prepare other students for adult roles in the business world, such as classes in accounting, typing, and economics

Question 16

trades track

Answer 16

consisted of classes that would prepare other students for adult roles in skilled labour, such as classes in carpentry or blacksmithing

Question 17

adolescence

Answer 17

• extended education → postponed adulthood
• specific, age-graded time in the life cycle as “preparation” for adulthood in different ways
• e.g. take the form of a student, worker, citizen, parent