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Published online by Cambridge University Press: 20 January 2017
Attempting to establish an agenda for one's own research is often challenging; trying to do so for a broad swath of one's field is even more so. I accepted the invitation to propose one in the hope that graduate students and younger colleagues—especially those willing to put in the work to obtain at least reading fluency in foreign languages—might benefit from the suggestions of potentially fruitful research topics from someone who has been reading widely in modern European educational history for almost forty years. Such an agenda is partial in both meanings of the word: it does not come close to exhausting all possible topics, and it necessarily reflects my own areas of expertise and interest. That means a focus primarily on the nineteenth century, with more attention both to secondary than to either elementary or university education, and to girls’ schooling than to boys’. As a caveat, I may not be cognizant of all that has been published or is in the works even for the themes suggested.
1 James C. Albisetti, Joyce Goodman, and Rebecca Rogers, ed., Girls’ Secondary Education in the Western World; From the 18th to the 20th Century (New York: Palgrave Macmillan, 2010).Google Scholar
2 Birgitte Possing, Viljens styrke: Nathalie Zahle—en biografi om dannelse, kon og magtfuldkommenhed (Copenhagen: Gyldendal, 1992).Google Scholar
3 James C. Albisetti, “The Feminization of Teaching in the Nineteenth Century: A Comparative Perspective,” History of Education 22, no. 3 (September 1993): 253–63; and James C. Albisetti, “Catholics and Coeducation: Rhetoric and Reality in Europe before Divini Illius Magistri,” Paedagogica Historica 35, no. 3 (1999): 667–96.Google Scholar
4 Sophie Satina, Education of Women in Pre-Revolutionary Russia, trans. Alexandra Putschine (New York: n.p., 1966).Google Scholar
5 See, for example, Benita Blessing, The Antifascist Classroom: Denazification in Soviet-Occupied Germany, 1945–1949 (New York: Palgrave, 2006); Brian Puaca, Learning Democracy: Education Reform in West Germany, 1945–1965 (New York: Berghahn Books, 2009); and Charles Lansing, From Nazism to Communism: German Schoolteachers under Two Dictatorships (Cambridge, MA: Harvard University Press, 2010).Google Scholar
6 Some of these themes were discussed at a conference in Koblenz in 1997, which led to Marianne Horstkemper and Margret Kraul, ed., Koedukation: Erbe und Chancen (Weinheim: Deutscher Studien Verlag, 1999).Google Scholar
7 E. Thomas Ewing, Separate Schools: Gender, Policy, and Practice in Postwar Soviet Education (Dekalb: Northern Illinois University Press, 2010).CrossRefGoogle Scholar
8 Theodore Stanton, ed., The Woman Question in Europe (New York: G. P. Putnam's Sons, 1884).Google Scholar
9 Doris Obschernitzki, “Der Frau ihre Arbeit!” Lette Verein: Zur Geschichte einer Berliner Institution 1866 bis 1986 (Berlin, Edition Hentrich, 1987); Vilan van der Loo, Toekomst door Traditie: Hondervÿfentwintig jaar Tesselschade-Arbeid Adelt (Zuphen: Walberg Press, 1996); Ann Bridger and Ellen Jordan, Timely Assistance: The Work of the Society for Promoting the Training of Women, 1859–2009 (Ashford, Kent: Society for Promoting the Training of Women, 2009). I would like to thank Dr. Carolyn Boulter, chair of the Society, for sending me a copy gratis. Information about locations from WorldCat, consulted June 29, 2011.Google Scholar
10 James C. Albisetti, “Philanthropy for the Middle Class: Vocational Education for Girls and Young Women in Mid-Victorian Europe,” History of Education, 41, no. 3 (May 2012): 287–301. I do not currently plan to go any further with this topic.Google Scholar
11 Peter Lundgreen, Margret Kraul, and Karl Ditt, Bildungschancen und soziale Mobilität in der städtischen Gesellschaft des 19. Jahrhunderts (Göttingen: Vandenhoeck & Ruprecht, 1988). See also my review article, “Secondary Schools and Social Structure in 19th-Century Germany,” Journal of Social History 28, no. 4 (Summer 1995): 887–92.Google Scholar
12 Robert D. Anderson, European Universities from the Enlightenment to 1914 (Oxford and New York: Oxford University Press, 2004); my review is in European History Quarterly 37, no. 3 (2007): 457–58.Google Scholar
13 Hilde de Ridder-Symoens, ed., Universities in Early Modern Europe, 1500–1800 (Cambridge and New York: Cambridge University Press, 1996); and Walter Rüegg, ed., Universities in the Nineteenth and Early Twentieth Centuries (1800–1945) (Cambridge and New York: Cambridge University Press, 2004).Google Scholar
14 Lisa Zwicker, Dueling Students: Conflict, Masculinity, and Politics in German Universities, 1890–1914 (Ann Arbor: University of Michigan Press, 2011); Thomas Weber, Our Friend “The Enemy”: Elite Education in Britain and Germany before World War I (Stanford, CA: Stanford University Press, 2008); Katharina Rowold, The Educated Woman: Minds, Bodies, and Women's Higher Education in Britain, Germany, and Spain, 1865–1914 (New York: Routledge, 2010).Google Scholar
15 Carol Dyhouse, No Distinction of Sex? Women in British Universities, 1880–1939 (London: UCL Press, 1995); Patricia M. Mazón, Gender and the Modern Research University: The Admission of Women to German Higher Education, 1865–1914 (Stanford, CA: Stanford University Press, 2003).Google Scholar
16 Ruth Arlene Fluck Dudgeon, “Women and Higher Education in Russia, 1855–1905,” (PhD dissertation, George Washington University, 1975); Christine Johanson, Women's Struggle for Higher Education in Russia, 1855–1900 (Kingston and Montreal: McGill-Queen's University Press, 1987).Google Scholar
17 Sandra Singer, Adventures Abroad: North American Women at German-Speaking Universities, 1865–1915 (Westport, CT: Praeger, 2003); Whitney Walton, Internationalism, National Identities, and Study Abroad: France and the United States, 1890–1970 (Stanford, CA: Stanford University Press, 2010).Google Scholar
18 Glenn Altschuler, Better than Second Best: Love and Work in the Life of Helen Magill (Urbana: University of Illinois Press, 1990).Google Scholar
19 John William Leonard, ed., Woman's Who's Who of America: A Biographical Dictionary of Contemporary Women of the United States and Canada, 1914–1915 (New York: American Commonwealth, 1914; reprinted., Detroit: Gale Research, 1974).Google Scholar
20 Barbara Reeves-Ellington, Kathryn Kish Sklar, and Connie Anne Shemo, ed., Competing Empires: Women, Mission, Nation, and the American Protestant Empire (Durham, NC: Duke University Press, 2010); Polly Thanailaki, Ameriki kai Protestantismos: “H Evangeliki Aftokratoria” kai oi oramatismoi ton missionarion gia tin Ellada to 19o aiona (Athens: Kastaniotis, 2005); Carol Scally Grigas, “Mission to Spain: Alice Gordon Gulick and a Transatlantic Project to Educate Spanish Women, 1872–1903,” (PhD dissertation, Washington State University, 2004). Thanilaki has some publications in English; I have found no publications by Grigas. See also the older work, Elizabeth Putnam Gordon, Alice Gordon Gulick: Her Life and Work in Spain (New York: Revell, 1917).Google Scholar
21 Leonard Woolsey Bacon, Memorials of Emily Bliss Gould of Rome (New York: Randolph, 1879).Google Scholar
22 Christa Kersting, “Weibliche Bildung und Bildungspolitik: das International Council of Women und seine Kongresse in Chicago (1893), London (1899) und Berlin (1904),” Paedagogica Historica 44, no. 3 (June 2008): 327–46; Eckhardt Fuchs, “Educational Sciences, Morality, and Politics: International Educational Congresses in the Early Twentieth Century,” Paedagogica Historica 40, no. 5–6 (October 2004): 757–84; Joyce Goodman, “Women and International Intellectual Cooperation,” Paedagogica Historica, 48, no. 3 (June 2012): 357–68.Google Scholar
23 James Fraser, Report to the Commissioners Appointed by her Majesty … on the Common School System of the United States and of the Provinces of Upper and Lower Canada (London: HMSO, 1866); Camille Sée, Lycées et collèges de jeunes filles, 6th ed. (Paris: Cerf, 1896); Great Britain, Board of Education, Special Reports on Educational Subjects, 24 vols. (London: Eyre & Spottiswoode, 1896–1911). The contents of all volumes are in volume 24, 613–31.Google Scholar
24 Italy, Real Comitato centrale italiano per l'Esposizione internationale di London, 1862, Relazioni di commissarii speciali, 5 vols. (Turin: Dalmazzo, 1864–67), with the contributions by Villari and Macchi in volumes 2 and 4, respectively; Franz Migerka, Das Unterrichtswesen in den Vereinigten Staaten (Vienna: Commissions-Verlag von Faesy & Frick, 1877), volume 11 of the Bericht über die Weltausstellung in Philadelphia 1876, ed. by the Österreichischen Commission für die Weltausstellung in Philadelphia 1876; Pasquale Villari, “Il lavoro manuale nelle scuole elementari,” as reprinted in his Nuovi scritti pedagogici (Florence: G. C. Sansoni, 1891).Google Scholar