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Index

Published online by Cambridge University Press:  27 September 2023

Cathie Jo Martin
Cathie Jo Martin
Affiliation:
Boston University

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Type
Chapter
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Education for All?
Literature, Culture and Education Development in Britain and Denmark
 , pp. 261 - 271
Publisher: Cambridge University Press
Print publication year: 2023
Creative Commons
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This content is Open Access and distributed under the terms of the Creative Commons Attribution licence CC-BY-ND 4.0 https://creativecommons.org/cclicenses/

Index

Aakjær, Jeppe, 29, 199
Abrahamson, Joseph, 145
absolute monarchy, 102
in Denmark, 23, 79, 83
educational expenditures under, 22
Oehlenschläger defending, 102–103
access, 12, 167, 170–171
activist writers on, 127–132
in Danish education, 14, 117, 141
to secondary education, 41
accountability, 16–17
Acland, Arthur, 43, 176–180
Act on General Secondary Education, 40
activist writers, 80
on access, 127–132
in Britain, 34–35, 118–136, 204
cultural work of, 25–30
in Denmark, 29, 136–158, 196–198, 204
in education reform, 92–97, 103–111, 127–136, 145–158
Law for State Support for Folk High Schools and Agricultural Schools of 1892 and, 198–200
mass education supported by, 30
in policymaking, 30
in political coalitions, 27–28
Secondary Education Act (Denmark) and, 200–203
state school and, 145–146
working class depicted by, 38
administrative structures, 61
in British education, 16, 117–118
in Danish education, 16, 117–118
Fabians on, 184
reform of, 156–158
agency, 47, 55
of fiction writers, 25
Alesina, Alberto, 49
Alexander, Jeffrey, 55
Andersen, Hans Christian, 29, 36, 65, 98, 136, 139, 140
Anglican Church, 34, 116
Ansell, Ben W., 45
antisemitism, 138
April Fools (Heiberg, J. L.), 70
Arnold, Mary Penrose, 135, 169
Arnold, Matthew, 4, 26–28, 38–39, 114–115, 119, 120, 129, 178–179
on education goals, 121–122, 174
on education reform, 135
on pedagogy, 172
public education advocated by, 134–135
Revised Code opposed by, 131
on self-development, 64
Athenaeum Club, 120
Augustenborg, Frederik Christian af, 105–107
Austen, Jane, 123
Austria, 17
authoritarianism
mass education under, 20
avant-garde, 4
Baggesen, Jens, 98, 104–105, 109–110
Baldwin, Stanley, 187
Balfour, Arthur, 183
Balle, Nicolai Edinger (Bishop), 32, 98, 105–108, 153
Bang, Herman, 27–28, 190, 193
Bannerman, Henry Campbell, 183–184
Barbauld, Anna, 87–88
Barrie, James, 169–170
Basedow, Johann Bernhard, 15–16, 31–33, 103
BDSCAN, 61
Beland, Daniel, 51
Belgium, 12
Bell, Andrew, 15–16, 93–94
Coleridge and, 95, 96
Bell, John, 26
Bell–Lancaster method, 34, 36–38, 78–79, 95, 113, 153–154
Coleridge on, 95
promotion of, 80
Bentham, Jeremy, 35, 91–93
Berg, Christian, 41–42, 197–198, 200–201
Bernstorff, Andreas Peter, 31–33, 109
Bernstorff, Christian Günther, 80
Bernstorff, Johann Hartvig Ernst von, 32–33, 103
Bjørnson, Bjørnstjerne, 196–197, 199
Blair, Tony, 211
Bleak House (Dickens), 126
Blicher, Steen Steensen, 36, 98, 136, 138–139, 144, 146, 149
on education, 155
Board of Education Act, 181
Bokkenheuser, Knut, 107
The Book of Words (Kipling), 173
Børresen, C. L., 156
Bourdieu, Pierre, 55
Bowles, John, 94
Brandes, Edvard, 41–42, 190, 197–198
Brandes, Georges, 41–42, 201
Brereton, Cloudesley, 182–183
Britain, 1, 12
access in, 14
activist writers in, 34–35, 118–136, 204
authors and schooling in, 85–97, 118–136, 167–189
church and state relationships in, 24
education in, 1
education reform in, 92–97, 203, 211–212
elites in, 24, 34
fiction writers in, 79–80, 85–97
Industrial Revolution in, 80–81
industrialization in, 115
politics in nineteenth century, 29
religion in, 24
school choices in nineteenth century, 80–85
social class in, 29, 62–63
urbanization in, 81
writers’ networks in, 85–87, 118–120, 167–175
British and Foreign School Society, 35, 92
British education, 1, 5, 8
administrative structures in, 16, 117–118
curricula in, 15
Danish education compared with, 11, 21–22
democratization and, 19–20
dimensions of, 13
establishment of, 12
expenditures, 12–14, 206
individualism in, 114
industrialization and, 18–19
national regulation in, 20–21
nation-building and, 17–18
pedagogy in, 15–16, 20–21, 34, 84–85
primary school expansion, 1820–1870, 37–40
primary schools in 1720–1820, 33–35
programmatic differentiation in, 12, 20–21
secondary education development, 1870–1920, 42–44
in twentieth century, 160, 162
vocational education in, 21–22
British Liberal Party, 113–114
Brontë, Charlotte, 6, 56–57, 70, 119, 130
on poverty, 124
Brougham, Henry, 90, 119
Brown, Tom, 75
Browning, Elizabeth Barrett, 119
Browning, Robert, 119
Bruce, Henry Austin, 133
Bruus, Morten, 144
Bryce, James, 43, 131–132, 177–179, 183
Bryce Commission, 178–180
Bugge, K. E., 142
Bulwer-Lytton, Edward, 120, 124, 125
Burdett-Coutts, Angela, 130
Burke, Edmund, 29, 81–82, 86, 88
Burne-Jones, Edward, 187–188
Busemeyer, Marius, 45
Byron, Lord, 35, 91, 93
Caird, Edward, 168–169
Caleb Williams (Godwin), 91–92
Cameron, David, 211
Camill and Constance (Rahbek), 100
capitalism, 26, 70
Carlyle, Thomas, 27, 119
Carstensen, M. B., 210
Catholicism, 18, 24
Chadwick, Edwin, 135
Chamberlain, Joseph, 133–134, 162, 187
Chambers, Edmund, 182–183
Chapman, John, 119
Chartist movement, 116, 120
child labor, 111
The Childhood of King Erik Menved (Ingemann), 144
Christian Socialist movement, 118–119
Christian VI (King), 84, 97, 140
Christian VII (King), 100
Christian VIII (King), 152–153
Christianity, 106–107
A Christmas Carol (Dickens), 27
church and state relationships
in Britain, 24
in Denmark, 24
class cleavages, 57
classical studies, 143
Hardy on, 169
Kipling on, 169–170
Clausen, Henrik Nicolai, 156
cleavage formation, 51
clustering method, 61, 72
Cobbett, William, 29
code
culture as, 55
Co-Efficients (dining club), 185
cognitive frames, 4, 26–27
Colbiørnsen, Christian, 107, 108
Coleridge, Samuel Taylor, 28, 34–35, 68–69, 80, 86, 88, 90, 95
Bell, A., and, 95, 96
on Bell–Lancaster method, 95
on education, 91
collectivism, 57
Colley, Linda, 18
Collins, Willkie, 119
Committee on Education, 128, 129, 134
Committee on the Privy Council on Education, 39
common good
Mills on, 121–122
Coningsby (Disraeli), 120
Conrad, Joseph, 175
Conservative/Liberal-Unionist coalition, 180–182
context, 58–59
cooperation
cultural values on, 74
Corn Laws, 38, 115, 116
Courtney, Leonard, 185
Cox, Robert Henry, 51
Cripps, Charles Alfred, 185
cultural constraint, 56, 76–77
defining, 4–5
cultural divergence, 58
cultural frames, 50–51, 53–54, 222, 223
on education, 114
fiction writers providing, 79–80
cultural toolkits, 56
cultural transmission, 56–59
cultural tropes, 61–62
cross-national differences in, 48
cross-national study on, 63–76
structure of, 47
transmission of, 48
cultural turn, 76–77
cultural values, 23, 45, 49–50, 206
on cooperation, 74
education reform and, 207
on government, 52, 73–74
religious traditions and, 24
cultural views
institutional change and, 52–54
cultural work, 51, 54–55
of activist writers, 25–30
structure of, 25
culture
as code, 55
conceptions of, 54–55
Gyllembourg on formation of, 141
institutional change and, 6–7, 52–53, 59–61
politics and, 4–6
reform ideas and, 65
social class and, 12
Culture and Anarchy (Arnold, Matthew), 125
curricula, 106–107
in British education, 15
Daniel Deronda (Eliot), 168
Danish education, 8
access in, 14, 117, 141
administrative structures in, 16, 117–118
British education compared with, 11, 21–22
curricula in, 15
democratization and, 19–20
dimensions of, 13
education in, 2, 3, 5
establishment of, 12
expenditures, 12–14, 206
industrialization and, 18–19
national regulation in, 20–21
nation-building and, 17–18, 114
pedagogy in, 15–16, 20–21, 36–37, 84–85, 118, 142
primary schools in 1720–1820, 31–33
programmatic differentiation in, 12, 20–21
public system features in, 20–21, 118
secondary education development, 1870–1920, 40–42
the state role in, 37
in twentieth century, 160, 164–165
vocational education in, 14–15, 21–22
Danish Law on School Freedom, 35–36
Danish Teachers’ Association, 138–139
Danish Teachers’ Union, 203, 214
Danish Trade Act of 1857, 165
dannelse, 36, 104–105, 114
Darwin, Charles, 38–39, 167
David Copperfield (Dickens), 46, 73–74, 120, 126
The Death of Balder (Ewald), 74
Defoe, Daniel, 46, 64, 87
deindustrialization, 207
deism, 117
democracy
Oehlenschläger on, 101
democratization
British education and, 19–20
Danish education and, 19–20
Denmark, 1, 12
absolute monarchy in, 23, 79, 83
activist writers in, 29, 136–158, 196–198, 204
authors and schooling in, 97–111, 136–138, 189–203
bankruptcy of, 83
church and state relationships in, 24
constitutional struggle in, 146–150
economic crisis in, 116–117
education reform in, 103–111, 203, 212–215
elites in, 24, 84
fiction writers in, 79–80
land reform in, 116
military of, 83–84
in Napoleonic war, 33, 79
parliamentary government in, 26
primary school expansion in 1820–1870, 35–37
religion in, 24, 117, 203
school choices in nineteenth century, 80–85
vocational education in, 213
writers’ networks in, 97–98, 136–139, 189–196
Dickens, Charles, 26, 29, 38, 46, 57–58, 73–74
on education goals, 121
on government, 126
Kay-Shuttleworth and, 130
on social class, 68–69, 123
differentiation, 20, 61, 166–167
in British education, 12, 20–21
in Danish education, 12, 20–21
in secondary education, 41
discontinuous change models, 52–53
Disraeli, Benjamin, 26, 27, 120–122, 126–127, 180
on social class, 124
Drachmann, Holger, 190–192, 194
Drejer, Jacob, 107
Drejer’s Klub, 33, 107
Drewsen, J. C., 139
Edgcumbe, Robert Pearce, 28
education. See also specific topics
Arnold, Matthew, on goals of, 121–122, 174
Blicher on, 155
Coleridge on, 91
cultural frames on, 3–4, 114
development of systems of, 12–17
Dickens on goals of, 121
government role in, 16–17
Grundtvig on, 65, 141–143
as human right, 34
Ingemann on, 143
institutional change and, 49–50
Kipling on, 174
Lancaster on, 92
language about, 63
literary portrayals of, 2
of marginal youth, 7
Mill, J. S., on goals of, 121
narratives about, 87–92, 99–103, 121–127, 139–144, 161
nation-building linked to outcomes in, 18
in nineteenth century, 2–4
standardization of, 124–125
state involvement in, 126
Trimmer, S., on, 95
in twenty-first century, 208–210
Wollstonecraft on, 89, 91
Wordsworth, W., on, 90
of working class, 90, 128
Education Act of 1870 (Britain), 28
Education Act of 1988 (Britain), 16–17, 211
education expenditures
under absolute monarchy, 22
British, 12–14, 206
Danish, 12–14, 206
public, 12–14
education reform, 83
activist writers in, 92–97, 103–111, 127–136, 145–158
administrative, 156–158
Arnold, M., on, 135
in Britain, 92–97, 203, 211–212
cultural values and, 207
culture and ideas about, 65
in Denmark, 103–111, 203, 212–215
education language and, 63
Enlightenment and, 105–107
findings in study on, 221
inequality and, 209
perceptions of, 216
teacher involvement with, 157–158
educationalism, 168–169
EEF. See Engineering Employers Federation
efficiency dimension, 210–213, 216–217, 219
Egerton, Algernon, 133
Elementary Education Act (British), 37, 120, 127, 132–136
The Elf Hill (Heiberg, J. L.), 140
Eliot, George, 168, 171–172
elites, 112
in Britain, 24, 34
in Denmark, 24, 84
Emma (Austen), 123
employment
Holberg on, 65
Engineering Employers Federation (EEF), 162–163
English Association, 188
enlightenment
education reform and, 105–107
Oehlenschläger on, 98
Enquiry Concerning Political Justice (Godwin), 86
Episcopalism, 24
Epistles (Holberg), 142
equality, 210–213, 215, 217, 219–220. See also inequality
Holberg on, 67–68
Erasmus Montanus (Holberg), 101
Eric (Farrar), 124–125
Essays on a Liberal Education (Farrar), 124–125
Estrup, Jacob Brønnum Scavenius, 41–42, 165, 196
European Union, 55
evangelical schools, 153–155
Evans, Mary Ann, 119
Ewald, Johannes, 74, 98, 140
experiential teaching, 11–12, 91
“An Experiment in Education Made at the Male Asylum of Madras” (Bell, A.), 93–94
Fabians, 43, 44, 161, 170, 175
on administrative structures, 184
Factory Act of 1833, 115
Fædrelandet, 137–138, 157–158
Falleti, Tulia, 58–59
Falster, Christian, 97, 102
Farrar, Frederic William, 124–125
Federation of Danish Employers, 202
Fibiger, Johan Adolph, 142–143
fiction writers, 4, 56. See also activist writers
agency of, 25
autonomy of, 28
in Britain, 79–80, 85–97
cultural frames provided by, 79–80
in Denmark, 79–80
influence of, 26
as political activists, 11
public opinion influenced by, 58
Fielding, Henry, 87
Fischer, J. C. H., 200
Flor, Christian, 154
“Flowers from the Nordic Past” (Oehlenschläger), 99
formative assessment, 16
Forster, William, 37, 39, 114–115, 133
Fourcade, Marion, 55
Fox, Joseph, 92–93
France, 12, 14–15
Frankenstein (Shelley, M.), 5–6, 68–69, 90–91
Frederik (Prince), 104
Frederik VI (King), 36–37, 111, 113, 150–151
Frederik VII (King), 150
Free School Act, 155–156
Free School Law of 1855, 155
free trade, 129
Free Trade Law, 199
Freedom of the Press Society, 148
French revolution, 29, 84
Friends of the Peasants Society, 157–158
“Friendship’s Garland” (Arnold, Matthew), 172–173
“Frost at Midnight” (Coleridge), 91
functionalist imperatives, 20–30
Gad, Knud, 150–151
Garrick, David, 86
Gascoyne-Cecil, Robert, 180
Gaskell, Elizabeth, 26, 27, 38, 119, 122, 130, 131, 178–179
on unions, 122–123
Gaskell, William, 131
Germany, 17–18
Giddy, David, 90
Gissing, George, 68–69, 170–171
Giuliano, Paola, 49
Glorious Revolution, 26
Godwin, William, 70, 85–86, 88–93, 95–96
“Gold Horns,” 107
Goldschmidt, Meïr Aaron, 138, 146
Gorst, John, 43, 44, 160–161, 163, 180–182
Gosse, Edmund, 149, 179
governance dimension, 210–214, 217, 221
government, 57. See also specific topics
cultural values on, 52, 73–74
Dickens on, 126
Holberg on ideal, 102
role of, in education, 16–17
Graafeld, Harald, 99
Grammar School Act (Denmark), 160
Great School Commission, 31, 33, 84–85, 104–106, 110–111
Greece, 12
Green, Thomas Hill (T. H.), 18, 167–169
influence of, 168–169
Grundtvig, Nikolai Frederik Severin (N. F. S.), 4, 6, 26, 28, 36–37, 74, 115, 136, 138, 146, 151, 152
on education, 65, 141–143
Holberg and, 142
Ingemann and, 151
on pedagogy, 142
on private schools, 154–155
Grundtvig, Sven, 191, 197
Gulliver’s Travels (Swift), 87, 97
Gyllembourg, Thomasine, 36, 46, 70, 136–138, 143
on cultural formation, 141
Hackney Phalanx, 94
Haggard, Rider, 169–170
Hakon Jarl (Oehlenschläger), 99, 101
Haldane, Richard, 44, 161, 163, 183–184
Hall, Carl Christian, 158
Harcourt, W. V., 133–134
Hard Times (Dickens), 125
Hardy, Thomas, 26, 28, 43–44, 120, 179
on classical studies, 169
on Mill, J. S., 171–172
on secondary education, 173
The Harvest Festival (Thaarup), 67–68, 100
HathiTrust, 60
Hauch, Johannes Carsten, 138–139, 151–152
Hay, Colin, 51
Heart of Darkness (Conrad), 175
Hegel, G. W. F., 137
Heiberg, Johan Ludvig, 26, 36, 70, 98, 115, 136, 140, 143–144
plays of, 137
Heiberg, Peter Andreas, 137–138
Henley, William Ernest (W. E.), 169–170
Henniker, Florence, 171–172
Hertz, Henrik, 36
Hobhouse, Henry, 185
Høegh-Guldberg, Ove, 107
Højre Party (Right Party), 40–42, 165, 194, 196, 197, 202
Holberg, Ludvig, 4–6, 28, 32, 33, 46, 80, 97, 99–100
on employment, 65
on equality, 67–68
on government, 102
Grundtvig, and, 142
on serfdom, 104
Holcroft, Thomas, 34, 85–86, 88–89
Hughes, Thomas, 38, 118–119, 121, 131, 134
human rights
education as, 34
“The Human Soot” (Kingsley), 39, 124–125
humanism, 20–21
Wells support for, 186–187
Hursh, David, 209
Huxley, Thomas, 38–39, 163, 172–174, 176
Ibsen, Christian Lynne, 210
“Ideas for the Design of our Learned School System” (Augustenborg), 105
Imperial Federation, 187
imperialism, 43, 81
In Analysis of the Human Mind (Mill, James), 124–125
incremental models
of institutional change, 50
individualism, 8, 57, 61–62, 140
in British education, 114
industrial revolution
in Britain, 80–81
industrialization, 2, 159
in Britain, 115
Danish education and, 18–19
social strains from, 162–163
inequality, 21–22
education reform and, 209
Ingemann, Bernhard Severin, 4, 36–37, 70, 98, 138, 140
on education, 143
Grundtvig and, 151
institutional change
cultural views and, 52–54
culture and, 6–7, 52–53, 59–61
discontinuous models of, 52–53
education and, 49–50
hypotheses about drivers of, 61–63
incremental models of, 50
legitimacy of, 52–53
processes of, 59–61
punctuated equilibrium models of, 49–50
institutions
defining, 49
interest groups, 23
internet survey
findings, 220–223
hypotheses, 217–218
Ireland, 12
Irish question, 18, 83
Italy, 12
Iversen, Torben, 210
Jacobins, 95
Jacobsen, Jens Peter, 190, 195–196, 195
Johnson, Samuel, 91
Jude the Obscure (Hardy), 26, 173, 179
Junior Technical Schools, 203
Kant, Immanuel, 15–16
Kay-Shuttleworth, James, 27, 114–116, 128, 130, 178–179
Dickens and, 130
on Revised Code, 129
Kekewich, George, 181
Kierkegaard, Søren, 136, 140
Kim (Kipling), 174
King Erik and the Outlaws (Ingemann), 70, 143
Kingsley, Charles, 38–39, 59–60, 118–119, 131–132, 178–179
on poverty, 68–69
Kipling, Rudyard, 43, 44, 56–57, 161, 187
on classical studies, 169–170
on education, 174
Klopstock, Friedrich Gottlieb, 103, 109
Knudsen, Jakob, 72–73, 191–192, 196
Knudsen, Jens Lassen, 191–192
Kold, Christian, 37
Kold, Kristen Mikkelsen, 153–154, 191–192
labor movements, 23, 122–123
modernists involvement with, 193
Labour Party, 42–43
Lamont, Michele, 56
Lancaster, Joseph, 15–16, 33–34, 92
on education, 92
“The Lancaster Method” (Grundtvig), 146
land reform, 83, 107–108
in Denmark, 116
Latin School, 200–201
Law for State Support for Folk High Schools and Agricultural Schools of 1892, 40
learning models, 60
Lee, Harper, 10
legitimacy
of institutional change, 52–53
Lehmann, Orla, 139, 147–150, 155–156
liberal education initiatives, 175–180
Liberal Party (Britain), 39, 43, 113–114, 175–176
on vocational education, 176
liberalism, 81
liberty, 81–82
Lindvall, Johannes, 45
linguistic structures, 61
literacy, 26, 82
literary tropes, 47
Literary Venstre, 41–42, 162, 197, 198
Little Estate Commission, 104
Locke, John, 103
London Corresponding Society, 81–82
Lowe, Robert, 16–17, 38, 129, 131–133
Lowndes, G. A. H., 163–164
Lucky Per (Pontoppidan, H.), 74, 196
Ludlow, John, 131
Lutheranism, 24
Lynch, Julia, 58–59
Macay, Charles, 75, 122
Mackail, John William, 44, 161, 187–188
Macnamara, Thomas J., 183–184
Made in Germany (Williams), 162, 163
Madvig, Johan, 147, 150, 152, 194
Malthus, Thomas, 89
Malthusianism, 24, 68–69, 89–90
Manchester Working Men’s College, 131
marginal youth
education of, 7
Maria, or the Wrongs of Woman (Wollstonecraft), 87–88
market towns, 117
Martineau, Harriet, 119
Mary Barton (Gaskell, E.), 27, 119, 122
mass education
activist writer support for, 30
under authoritarian regimes, 20
Maurice, Frederick Denison (F. D.), 118–119
Mechanics Institutes, 130–131
meritocracy, 8
Middlemarch (Eliot), 168
Mill, James, 124–125
Mill, John Stuart (J. S.), 119, 122–123, 134
on common good, 121–122
on education goals, 121
Hardy on, 171–172
Millgate, Michael, 43, 169
Minerva, 107
moderate realists, 150–153
Modern Breakthrough movement, 41, 161, 162, 189–190, 192, 200–201
modernists, 28–29, 41, 190–191, 193
in labor movements, 193
Moe, Terry, 45
monarchy, 17, 20
absolute, 22
Monrad, Ditlev Gothard, 146–147, 155–157
Montanus den Yngre (Gyllembourg), 46, 70, 143
Montesquieu, 103
moral values, traditional, 88
Morant, Robert, 42–44, 161, 181–184, 188
as Board of Education secretary, 182
More, Hannah, 35, 80, 86, 88, 89, 95
Morris, William, 43–44, 59–60, 73–74, 173–174, 178–179
Napoleonic war, 18, 36, 110, 111
Denmark in, 33, 79
narratives, 6–7, 26–27, 47, 50–51, 61–62
about education, 87–92, 99–103, 121–127, 139–144, 161
writers’ networks and, 167–175
National Association for the Promotion of Social Science, 132–133
National Education League, 133–134
National Liberal Club, 178–179
National Liberal party (Denmark), 12–14, 36, 37, 113, 116–117, 146–148, 165
teacher involvement with, 157–158
national regulation
in British education, 20–21
in Danish education, 20–21
National School Society, 35
national size
public education and, 22–23
National Society for Promoting the Education of the Poor, 33–34, 92, 93, 95
foundation of, 94
national standards, 208
nation-building, 67–68
British education and, 17–18
Danish education and, 17–18, 114
educational outcomes linked to, 18
motivations for, 17–18
Neergaard, Neils, 192
Neils Lyhne (Jacobsen), 195
Nelson, Lord, 83
neoliberalism, 8, 16–17, 205–206, 209–210
The Nether World (Gissing), 170–171
the Netherlands, 12
New Humanists, 150–153
new Local Education Authorities, 42–43
New Pedagogical Movement, 201–202
New Poor Law, 124
Newcastle Commission, 131
News from Nowhere (Morris), 59–60, 73–74, 173–174
Nexø, Martin Andersen, 29
Nickolas Nickleby (Dickens), 76
Niels Klim’s Journey under the Earth (Holberg), 5–6, 67–68, 70, 97, 99
Nordic myths
Oehlenschläger on importance of, 99
Norris, Henry Hadley (H. H.), 94
North, Douglass, 49
North and South (Gaskell, E.), 68–69, 122–124
Norway, 12, 110
novels of accountability, 46–47
novels of empowerment, 46–47
Oehlenschläger, Adam, 65, 98, 107, 109–110, 117, 138
absolute monarchy defended by, 102–103
on democracy, 101
on Enlightenment, 98
on Nordic myths, 99
The Old Priest (Knudsen, J.), 72–73, 196
Only a Fiddler (Andersen, H. C.), 65, 140, 142
Original Stories from Real Life (Wollstonecraft), 87–88
Ørsted, Anders Sandøe, 37, 156
oversight mechanisms, 12, 167
paganism, 117
Paglayan, Agustina, 45
Paine, Thomas, 34, 81–82, 85–86, 88–89
Paludan-Muller, Frederik, 146
parliamentary government
in Denmark, 26
The Pastor of Veilbye (Blicher), 144
pedagogy, 12, 20, 31–32, 38, 61
Arnold, Matthew, on, 172
in British education, 15–16, 20–21, 34, 84–85
in Danish education, 15–16, 20–21, 36–37, 84–85, 118, 142
Grundtvig on, 142
Pelham (Bulwer-Lytton), 124, 125
Pendennis (Thackeray), 126
Pestaloozi, Johann Heinrich, 104–105
Philanthropinist theory, 15–16, 31–32, 106–107, 142, 145
Pingel, Viktor, 41–42, 162, 189–190, 192, 196–197
Pitt, William, 26
Playfair, Lyon, 163
Ploug, Carl, 137–138, 148, 190
policy reform, 210
policymaking
activist writers’ involvement with, 30
political activists, 196–198
fiction writers as, 11
political coalitions
activist writers in, 27–28
political economy, 215–216
Pontoppidan, Erik, 97, 101, 102, 105–106
Pontoppidan, Henrik, 74, 192, 196
Pontoppidan, Morten, 192, 199–200
Poor Law Commission, 27
Poor Laws and Paupers Illustrated, 119
populism, 8
Portugal, 12
poverty, 26, 27, 159
Brontë on, 124
Kingsley on, 68–69
Pram, Christen Henriksen, 107
Primary Education Act of 1899 (Denmark), 40
primary schools
British, 1720–1820, 33–35
British expansion of, 1820–1870, 37–40
Danish, 1720–1820, 31–33
Danish expansion of, 1820–1870, 35–37
private schools, 21–22, 126
Grundtvig on, 154–155
privatization, 208
Proofs of a Conspiracy against all the Religions and Governments of Europe (Robinson), 86, 87
Protestantism, 18
Prussia, 12, 17, 18, 78
public education, 12, 78
Arnold, Matthew, advocating for, 134–135
building, 2
centralization of, 22
degrees of publicness of, 12
development of, 12
expenditures on, 12–14
national size and, 22–23
purpose of, 121
in twentieth century, 7–8
Public Education (Kay-Shuttleworth), 130
public opinion, 25, 45
fiction writers influencing, 58
public system features, 20, 61
in Danish education, 20–21, 118
punctuated equilibrium models
of institutional change, 49–50
Pygmalion, 171
Python Natural Language Tool Kit, 60
Radical Left party, 41–42
Radicals, 34, 35, 79–80, 85–86
ragged school movement, 38, 130, 134
Rahbek, Knud Lyne, 98, 100, 107, 109–110, 137
Raikes, Robert, 88
Rasmussen, Vilhelm, 201
real schools, 150–153
redistribution, 25
Reflections on the Revolution in France (Burke), 86
Reformation, 84
regulatory control, 16, 20, 52
Revised Code of 1862 and, 129
relative autonomy, 55
religion, 67, 106–107
in Britain, 24
cultural values and evolution of, 24
in Denmark, 24, 117, 203
repression, 46–47
reproduction, 7
Reventlow, Christian Ditlev, 31–33, 80–81, 104–105, 109–110
Reventlow, Johan Ludvig, 31–33, 80–81, 106, 109
Reventlow, Sybille, 109, 109
Revised Code of 1862, 16–17, 39–40, 113–114, 129, 131–132, 158–159, 205–206
Arnold, Matthew, opposing, 131
Kay-Shuttleworth on, 129
regulatory control and, 129
Reynolds, Joshua, 86
Rhodes, Cecil, 187
Rhys, Jean, 56–57
Richardson, Samuel, 16
The Rights of Man (Paine), 81–82, 85–86
Robert Elsmere (Ward), 172, 179
Robinson, John, 86, 87
Robinson Crusoe (Defoe), 46, 64, 87, 97
Rochow, Baron von, 15–16, 31–32
Roebuck, John, 92
Romantics, 28–29, 33, 64, 97–98
Rose, Hugh James, 96
rote memorization, 125
Rousseau, Jean-Jacques, 15–16, 109–110
Royal Commission on Elementary Education, 176
Royal Commission on Scientific Instruction and the Advancement of Science, 175–176
Royal Commission on Technical Education, 176
Royal Danish Theatre, 36
Royal Lancasterian Society, 92–93
Ruskin, John, 119
Russell, John, 127–128
Ruth (Gaskell, E.), 130
Sadler, Michael, 168, 178, 181–182
Samuelson, Bernard, 163, 176
Saxony, 18
Scandinavianism movement, 148–149
Schandorph, Sophus, 190–191, 194
Scharling, C. Henrik, 143
Schimmelmann, Charlotte, 109
Schimmelmann, Ernst, 31, 104–105, 109–110
Schiøtt, Julius, 192
Schleswig-Holstein, 17–18, 22–23, 67, 158
School Acts of 1814 (Denmark), 78
school choices
in nineteenth century, 80–85, 115–118
at turn of twentieth century, 3, 162–167
School Law, 35–36
Schooldays (Brown), 75
Schrøder, Ludvig, 199
Schytte, Andreas, 32, 103
Scott, Walter, 86
Second Boer War, 185–186
Second Reform Act, 113–114, 133
passage of, 133
secondary education
access to, 41
British, 1870–1920, 42–44
Danish, 1870–1920, 40–42
Hardy on, 173
programmatic differentiation in, 41
vocational education in, 41
Secondary Education Act (Britain), 14–15, 160, 182–189
Secondary Education Act (Denmark), 2–3, 14–15
activist writers and, 200–203
secondary schools, 14–15
self-development
Arnold, Matthew, on, 64
serfdom
Holberg on, 104
Shaw, George Bernard, 170, 171, 178–179, 184, 185
Shelley, Mary, 5–6, 68–69, 90–91
Shelley, Percy, 29, 86
Shirley (Brontë), 6
skills, 70
development of, 215
paradox, 207–208
Skjoldborg, Johan, 29
Smith, Goldwin, 134–135
Sneedorff, Jens Schielderup, 32–33, 103
social class, 51
in Britain, 29, 62–63
conflict, 62–63
culture and, 12
Dickens attentive to, 68–69, 123
Disraeli on, 124
social Darwinism, 167, 168, 189–190
social democracy, 223
social investment approach, 209
social movements, 28
social reform novelists, 119, 131
socialism, 170–171
society, 61–62
language about, 66
Society for Future Generations, 33, 108
Society for Promoting Christian Knowledge, 94
Sorø Academy, 32–33, 36–37, 80, 103–104, 150
A Soul After Death (Heiberg, J. L.), 143–144
Spain, 12
Spencer, Herbert, 119, 163, 167, 168, 189–190
Spens Report, 189
Stalky Stories (Kipling), 187
Standring, George, 170
Starcke, Carl Nicolai (C. N.), 200–202
state involvement, 61, 126–127, 144. See also church and state relationships
in Danish education, 37
in education, 126
legitimacy of, 144
state school
activist writers and, 145–146
Steffens, Henrik, 97–98, 107
Stephens, John, 210
Sthyr, Hans Valdemar (H. V.), 202
Stolberg, Christian, 109
Stolberg, Friedrich Leopold, 109
Stolberg, Louise, 109
Storm, Edvard, 102
Stowe, Harriet Beecher, 27
Strandberg, Carl Vilhem August, 148–149
student progress, 16
summative assessment, 16
Sweden, 12
Swift, Jonathan, 87, 205
Sybil (Disraeli), 27, 120, 122–124, 126–127
“The Tables Turned” (Wordsworth, W.), 91
A Tale of Two Cities (Dickens), 129–130
Taunton, Henry Baron, 177
Taunton Commission, 132, 177
teachers’ unions, 23
Technical Instruction Act, 176
term frequency/inverse document frequency (tf-idf), 61
Thaarup, Thomas, 67–68, 100
Thackeray, William, 38–39, 119, 120, 126
Thatcher, Margaret, 16–17, 129, 211
“There Once Was” (Drachmann), 194
Thyregod, Christen Andersen (C. A.), 138–139
The Time Machine (Wells), 171
time-based sequencing, 53
Tine (Bang), 193
Tom Brown’s Schooldays (Hughes), 118–119, 121
Tom Jones (Fielding), 87
Tory Democracy, 120
Tory Party, 12–14, 34, 39, 82, 90
Toynbee Hall, 168–169
transmission mechanisms, 55
Trevor, Hugh, 89
Trier, Herman, 192, 196–197
Trimmer, James, 95
Trimmer, Sarah, 34–35, 80, 86, 88, 93
on education, 95
Trollope, Anthony, 119, 120, 126–127, 131, 175, 178–179
Truth unto Godliness (Pontoppidan, E.), 97
twentieth century
public education in, 7–8
Two Ages (Gyllembourg), 141
Two Kinds (Knudsen, J.), 191–192
Two Visits to Denmark (Gosse), 149
Uncle Tom’s Cabin (Stowe), 27
unions, 162–163
Gaskell, E., on, 122–123
The Unitarian Herald, 131
unitary schools, 14–15
urbanization
in Britain, 81
utilitarianism, 29, 167–168
Venstre Party, 40–42, 162, 165, 191, 197–198
teachers involved with, 192
veto points, 22
The Village Children (Ingemann), 140
A Vindication of the Rights of Men (Wollstonecraft), 85–86, 89
vocational education, 11–12, 24, 180, 207–209
in British education, 21–22
in Danish education, 14–15, 21–22
in Denmark, 213
Liberal Party on, 176
in secondary education, 41
voluntarism, 21–22
Voluntaryists, 133–134
Ward, Mary Augusta, 172, 179
“The Water-Babies” (Kingsley), 124–125
Watson, Joshua, 94
Webb, Beatrice, 170, 183, 185, 186
Webb, Sidney, 43–44, 170, 175, 178–179, 184, 185
Wells, H. G., 4, 171, 184, 185
humanistic education supported by, 186–187
Whig Party, 34, 35, 82, 90, 129–130
Whitbread, Samuel, 90
“White Cliffs of Dover” (Arnold, Matthew), 120
“The White Man’s Burden” (Kipling), 43, 174, 188
Wiborg, Susanne, 45
The Wide Sargasso Sea (Rhys), 56–57
Wilde, Oscar, 170–171
Williams, Ernest Edward, 162, 163
With, Jesper Peter, 155–156
Wollstonecraft, Mary, 85–86, 89
on education, 89, 91
word frequency evaluation, 60
Wordsworth, Christopher, 94–96
Wordsworth, William, 34–35, 68, 86, 88
on education, 90
working class, 29
activist writer depictions of, 38
contributions of, 68–69
education of, 90, 128
Wrangham, Francis, 90, 96
writers’ networks
in Britain, 85–87, 118–120, 167–175
in Denmark, 97–98, 136–139, 189–196
narratives and, 167–175
Yeast (Kingsley), 59–60, 68–69, 118–119
Young, R. F., 189
Young Days (Schandorph), 190–191
Zola, Emile, 190

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  • Index
  • Cathie Jo Martin, Boston University
  • Book: Education for All?
  • Online publication: 27 September 2023
  • Chapter DOI: https://doi.org/10.1017/9781009419673.009
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  • Index
  • Cathie Jo Martin, Boston University
  • Book: Education for All?
  • Online publication: 27 September 2023
  • Chapter DOI: https://doi.org/10.1017/9781009419673.009
Available formats
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  • Index
  • Cathie Jo Martin, Boston University
  • Book: Education for All?
  • Online publication: 27 September 2023
  • Chapter DOI: https://doi.org/10.1017/9781009419673.009
Available formats
×