Agricultural education and Italian primary school teachers: the Romagna in the late nineteenth century

Modern Italy ◽  
2020 ◽  
pp. 1-16
Author(s):  
Omar Mazzotti ◽  
Massimo Fornasari
Keyword(s):  
Nineteenth Century ◽  
Agricultural Education ◽  
Primary Schools ◽  
Educational Process ◽  
Late Nineteenth Century ◽  
Ruling Class ◽  
Primary School Teachers ◽  
Agricultural Revolution ◽  
Agricultural Knowledge ◽  
The Impact

This article examines the dissemination of agricultural education in primary schools in the Romagna, an important rural area in post-unification Italy. The topic is explored within a wider perspective, analysing the impact of institutional changes – at both the national and local levels – on the transmission of agricultural knowledge in primary education during the final quarter of the nineteenth century. Two particular elements of the process are examined: students, as the intended beneficiaries of the educational process; and teachers, who as well as having a key role in reducing the extent of illiteracy were sometimes also involved in disseminating agricultural knowledge. The transfer of that knowledge appears to have been a very challenging task, not least because of the scant interest that Italy's ruling class showed towards this issue. However, increasing importance seems to have been given to agricultural education in primary schools during the economic crisis of the 1880s, when the expansion of this provision was thought to be among the factors that might help to prepare the ground for the hoped-for ‘agricultural revolution’.

scholarly journals Temperature, Disease, and Death in London: Analyzing Weekly Data for the Century from 1866 to 1965

2021 ◽  
pp. 1-41
Author(s):  
W. Walker Hanlon ◽  
Casper Worm Hansen ◽  
Jake Kantor
Keyword(s):  
Nineteenth Century ◽  
High Temperature ◽  
Mortality Data ◽  
Late Nineteenth Century ◽  
Infant Deaths ◽  
Digestive Diseases ◽  
Late Nineteenth ◽  
The Impact ◽  
The City

Using novel weekly mortality data for London spanning 1866-1965, we analyze the changing relationship between temperature and mortality as the city developed. Our main results show that warm weeks led to elevated mortality in the late nineteenth century, mainly due to infant deaths from digestive diseases. However, this pattern largely disappeared after WWI as infant digestive diseases became less prevalent. The resulting change in the temperature-mortality relationship meant that thousands of heat-related deaths—equal to 0.9-1.4 percent of all deaths— were averted. These findings show that improving the disease environment can dramatically alter the impact of high temperature on mortality.

scholarly journals A família (en)contra a escola: pobreza, conflitos e obrigatoriedade escolar nas Minas Gerais do século XIX

2017 ◽  
Vol 1 ◽  
pp. 58
Author(s):  
Fabiana Da Silva Viana
Keyword(s):  
Nineteenth Century ◽  
Public Education ◽  
State Government ◽  
Primary Schools ◽  
Adult Life ◽  
Minas Gerais ◽  
Late Nineteenth Century ◽  
Compulsory School ◽  
School Poverty ◽  
The 19Th Century

Neste artigo dedico-me ao estudo das relações estabelecidas entre pais de família, professores primários e autoridades locais em Minas Gerais, nas primeiras décadas do século XIX. Para tanto, recorri a um grande número de documentos produzidos por presidentes de província, bem como pela Assembleia Legislativa e pelas autoridades responsáveis pela fiscalização das escolas primárias mineiras. Já no alvorecer do século XIX, o desejo de civilizar e formar o cidadão trabalhador motivara a elaboração de dispositivos legais voltados à organização e ampliação do serviço de instrução pública. Foi neste contexto que intelectuais e políticos defenderam a educação das crianças e a generalização da instrução pública primária, considerando-as como as medidas mais adequadas à formação da nação brasileira. Em Minas Gerais, o que se observa a partir daí é a intensificação, nos discursos de intelectuais e dirigentes, de uma preocupação com a infância e sua preparação para a vida adulta. Preocupação, contudo, alicerçada em uma percepção um tanto preconceituosa e negativa em relação à moralidade das famílias mineiras e na compreensão de que elas eram incapazes de zelar pelo futuro de suas crianças. O que tais intelectuais e políticos não esperavam, contudo, é que os pais de família resistissem a essas representações, demonstrando a fragilidade das críticas que lhes eram dirigidas e o caráter ainda incipiente das ações do governo do Estado.Family encounter school: poverty, conflicts and compulsory school in Minas Gerais of the 19th century. In this paper I study the relations established among parents, primary teachers and local authorities in the first decades of the nineteenth century in Minas Gerais. To do so, I relied on a large number of documents produced by provincial presidents, by the Legislative Assembly and by the authorities responsible for supervising primary schools in Minas Gerais. In the late nineteenth century, the desire to civilize and to form the working citizens motivated the elaboration of legal devices whose aim was to organize and to expand the public education service. It was in this context that intellectuals and politicians defended the children’s education for all and the generalization of primary public education as the most appropriate measures for the formation of Brazilian nation. In Minas Gerais, what is observed from there is the intensification in the discourses of intellectuals and leaders of a concern with childhood and its preparation for adult life. This concern was based on a prejudiced and negative perception of the morality of Minas families and on the understanding that they were unable to take care of the future of their children. What such intellectuals and politicians did not expect, however, was the resistance of the parents to these representations. They demonstrate the fragility of the criticisms directed against them and the incipience of the state government policies. Keywords: Public education; Compulsory school; Family-school relationship.

THE STUDY OF THE READINESS OF PRIMARY SCHOOL TEACHERS TO PLAN THE CONTENT OF EDUCATION IN THE CONTEXT OF THE TRANSITION FROM INFORMATIZATION TO DIGITALIZATION

2021 ◽  
Vol 68 (3) ◽  
Author(s):  
Zh.I. Sardarova ◽  
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Central Place ◽  
Learning Technologies ◽  
Educational Process ◽  
Information Environment ◽  
Theory And Practice ◽  
Digital Learning ◽  
School Teachers ◽  
Primary School Teachers

The article is devoted to the problem of digitalization, which currently occupies a central place at the global level, since in today's rapidly changing world, accelerated rates and changes in the field of technology can be taken into account not for years, but for months. Today, the main goal of digitalization of education in the republic is to improve the quality of education, the formation of digital competencies of students based on the creation of a unified educational information environment using digital learning technologies. In this regard, the modern education system of the country can be considered as a dynamically developing system aimed at harmonious integration into the world educational space. This, in turn, is accompanied by changes in the content structure of the teaching technology and significant changes in the pedagogical theory and practice of the educational process, which contribute to mastering the constantly dynamically developing didactic capabilities of ICT and the harmonious entry of the child from primary school into the developing information environment. Observation, research of the work of students and teachers and the responses received to the survey prove that the rational use of digital educational resources in everyday practice contributes to improving the efficiency, effectiveness and productivity of the learning process. In addition, digital technologies help to improve relationships, increase the responsibility of students and teachers for learning, achieving success. The authors, analyzing the course of the transition from the period of informatization to the current period of digitalization, by introducing the first computer technologies into the educational process of primary classes, tried to reveal its positive and negative aspects, to determine the readiness of primary school teachers to plan the content of education in the information educational environment. Along with providing the author's position on the basis of an analytical analysis of research works of domestic and foreign scientists on the topic of research, the objective and subjective factors influencing the transition from informatization to digitalization of modern primary schools are revealed.

Remarriage among Jews and Christians

2010 ◽  
pp. 56-85
Author(s):  
Shaul Stampfer
Keyword(s):  
Nineteenth Century ◽  
Eastern Europe ◽  
Comparative Approach ◽  
Late Nineteenth Century ◽  
Russian Orthodox ◽  
Late Nineteenth ◽  
Changes Over Time ◽  
The Impact ◽  
Group Characteristics ◽  
Over Time

This chapter investigates the phenomenon of remarriage in nineteenth-century eastern Europe, demonstrating its significance in Jewish marital behaviour. Patterns of remarriage deserve attention for a number of reasons: they influenced fertility levels, affected family structure, played a role in networking, and served as an indicator of the importance of marriage in a given society. Remarriage is highly revealing of group characteristics and behaviour, but remarriage in late nineteenth-century eastern Europe merits attention for an additional reason. Patterns of remarriage and their changes over time significantly diverged among various population groups. Eastern Europe is thus an excellent context for examining the impact of significant variables on remarriage by means of a comparative approach. The chapter then evaluates modes of remarriage among four major religious-national groups: Russian Orthodox, Catholics, Protestants, and Jews. It also considers important differences between Jews and Christians in specific patterns of remarriage.

scholarly journals Sleep, disruption and the ‘nightmare of total illumination’ in late nineteenth and early twentieth-century dystopian fiction

2020 ◽  
Vol 10 (3) ◽  
pp. 20190130 ◽  
Author(s):  
Laura E. Ludtke
Keyword(s):  
Nineteenth Century ◽  
George Orwell ◽  
Individual Autonomy ◽  
Late Nineteenth Century ◽  
Artificial Light ◽  
Street Lighting ◽  
Dystopian Fiction ◽  
Late Nineteenth ◽  
Electric Light ◽  
The Impact

This article addresses the charge that the introduction of the electric light in the late nineteenth century increased disruptions to the human body's biological processes and interfered with the oscillating sleeping–waking cycle. By considering the nineteenth century research into the factors that motivate and disrupt sleep in concert with contemporary discussions of the physiology of street lighting, this article exposes how social and political forces shaped the impact of artificial light on sleep and, more perniciously, on bodily autonomy. As a close reading of artificial light in three influential dystopian novels building on these historical contexts demonstrates, dystopian fiction challenges the commonplace assumption that the advent of the electric light, or of widespread street lighting in public urban spaces, posed an immediate or inherent threat to sleep. Beginning with H. G. Wells's The Sleeper Awakes (1899), in which the eponymous sleeper emerges from a cataleptic trance into a future in which electric light and power are used to control the populace, representations of artificial light in early dystopian fiction of the late nineteenth and early twentieth centuries depict a nightmare of total illumination in which the state exerted its control over the individual. In Aldous Huxley's Brave New World (1932), constant artificial illumination plays a vital role in the chemical and behavioural conditioning undergone by individuals in a post-Fordian world. George Orwell intensifies this relationship between light and individual autonomy in Nineteen Eighty-Four (1949), where access to electric current (and thus light) is limited at certain times of the day, brownouts and electrical rationing occur intermittently, and total illumination is used to torture and reprogram individuals believed to have betrayed Big Brother.

Colonial rule and the ‘legal factor’ in Ghana and Lesotho

Africa ◽  
1997 ◽  
Vol 67 (1) ◽  
pp. 61-85 ◽  
Author(s):  
Roger Gocking
Keyword(s):  
Nineteenth Century ◽  
Judicial System ◽  
Gold Coast ◽  
Customary Law ◽  
Late Nineteenth Century ◽  
Colonial Rule ◽  
Legal Factor ◽  
The 1960S ◽  
The Impact ◽  
British Colonies

This article compares and contrasts the development of the legal systems of two British colonies that occuped almost opposite ends of the colonial judicial continuum: what in colonial times were known as the Gold Coast and Basutoland. Both became British colonies in the late nineteenth century, but followed considerably different paths to that status. In the case of the Gold Coast it followed centuries of contact between Europeans and the coastal peoples in this area of West Africa. In the case of Basutoland incorporation into the European world was a nineteenth-century phenomenon and far more rapid. Nevertheless, at the turn of the century, as indirect rule became the officially accepted wisdom as to how colonial peoples should be ruled, administrators in both colonies sought to make the chiefly order an integral part of the colony's administration and award its chiefs judicial responsibilities. In the Gold Coast, however, chiefly courts remained in competition with a highly developed British-style Supreme Court. In Basutoland there were basically only chiefly courts until late in the colonial period, which applied Sesotho customary law that was written down as the Laws of Lerotholi in 1903. The two-tier judicial system of the Gold Coast allowed far more contestation and was far more flexible and responsive to social changes than was the case in Basutoland. Incremental changes over time meant that the judicial system evolved far more smoothly than in Basutoland. When in the latter colony changes did not come ‘from above’ in the 1940s, there was a serious outbreak of ‘medicine murders’ that many observers felt was directly related to the chiefs losing their judicial role. Also, the colony's high court ruled against the validity of the Laws of Lerotholi in the controversial ‘Regency case’. Apart from being a return to comparative analyses of the impact of colonial rule on former African colonies, much in vogue in the 1960s, this study is an attempt to modify the emphasis on ‘cleavage’ and the ‘coercive’ that has characterised historians' approach to the study of colonial law.

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