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Town versus Countryside and Systems of Common Schooling
Published online by Cambridge University Press: 04 January 2016
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The study of the origins of educational systems is a topic that has commanded the attention of both history and sociology. This disciplinary overlap arises because the origins of educational systems are seen as problematic. The “problem” about the origins of educational systems is highlighted most by the interdependence of historical timing and institutional form. The first denotes the historical point when provisions were established for some popular, and largely elementary instruction under the jurisdiction of the state. The second embraces both the hierarchical structure and pedagogical (curricular) content which educational systems assume. The two dimensions are closely linked, for the comparative lateness of formation can distinguish educational systems in significant ways from those which were formed early. Antecedent networks of instruction retain some presence and effects in spite of their legislative subordination to the state.
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