Relevant bibliographies by topics / Ruyton Girls' School History

Academic literature on the topic 'Ruyton Girls' School History'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Ruyton Girls' School History"

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Darian-Smith, Kate, and Nikki Henningham. "Site, school, community." History of Education Review 43, no. 2 (September 30, 2014): 152–71. http://dx.doi.org/10.1108/her-03-2014-0018.

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Purpose – The purpose of this paper is to examine the development of vocational education for girls, focusing on how curriculum and pedagogy developed to accommodate changing expectations of the role of women in the workplace and the home in mid-twentieth century Australia. As well as describing how pedagogical changes were implemented through curriculum, it examines the way a modern approach to girls’ education was reflected in the built environment of the school site and through its interactions with its changing community. Design/methodology/approach – The paper takes a case study approach, focusing on the example of the J.H. Boyd Domestic College which functioned as a single-sex school for girls from 1932 until its closure in 1985. Oral history testimony, private archives, photographs and government school records provide the material from which an understanding of the school is reconstructed. Findings – This detailed examination of the history of J.H. Boyd Domestic College highlights the highly integrated nature of the school's environment with the surrounding community, which strengthened links between the girls and their community. It also demonstrates how important the school's buildings and facilities were to contemporary ideas about the teaching of girls in a vocational setting. Originality/value – This is the first history of J.H. Boyd Domestic College to examine the intersections of gendered, classed ideas about pedagogy with ideas about the appropriate built environment for the teaching of domestic science. The contextualized approach sheds new light on domestic science education in Victoria and the unusually high quality of the learning spaces available for girls’ education.
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Zschoche, Sue, Cornelius Riordan, and Frederic O. Musser. "Girls and Boys in School: Together or Separate?" History of Education Quarterly 32, no. 2 (1992): 249. http://dx.doi.org/10.2307/368990.

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Eder, Donna, and Barrie Thorne. "Gender Play: Girls and Boys in School." Social Forces 73, no. 3 (March 1995): 1139. http://dx.doi.org/10.2307/2580577.

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Roach, John. "Boys and girls at school, 1800‐70." History of Education 15, no. 3 (September 1986): 147–59. http://dx.doi.org/10.1080/0046760860150302.

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KELLY, CHAU JOHNSEN. "CATTLE DIP AND SHARK LIVER OIL IN A TECHNO-CHEMICAL COLONIAL STATE: THE POISONING AT MALANGALI SCHOOL, TANGANYIKA, 1934." Journal of African History 57, no. 3 (November 2016): 437–63. http://dx.doi.org/10.1017/s002185371600030x.

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AbstractIn October 1934, a group of schoolgirls at Malangali School in Iringa Province, Tanganyika received doses of what the school headmistress thought was shark liver oil. Many girls began to spit and vomit the medicine, while others attempted to leave the school grounds to return home. Within three hours, several pupils had died and within three days, another 32 girls succumbed to the toxic draught. This article examines this little known and poorly understood tragedy through the lens of the scientific and social experimentation that occurred at Malangali School. As one of two government- run schools that enrolled girls, Malangali provided the colonial state with an opportunity to conduct a variety of experiments upon a captive audience. This article argues that the ‘discovery of colonial malnutrition’ in the interwar period not only depoliticized hunger but its emphasis on techno-chemical approaches to social and material problems led to tragedy.
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Ford, Danielle J., Nancy W. Brickhouse, Pamela Lottero-Perdue, and Julie Kittleson. "Elementary girls' science reading at home and school." Science Education 90, no. 2 (March 2006): 270–88. http://dx.doi.org/10.1002/sce.20139.

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Choriyan, S. K. "HISTORY OF A CHURCH PARISH SCHOOL FOR ARMENIAN GIRLS NAMED AFTER SAINT HRIPSIME, NAKHICHEVAN-ON-DON." Bulletin of Udmurt University. Series History and Philology 32, no. 1 (February 11, 2022): 147–50. http://dx.doi.org/10.35634/2412-9534-2022-32-1-147-150.

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This article examines the historical path of the parish school, and then the school named after St. Hripsime, from the usual general one to the school for Armenian girls. The time frame for the existence of the school covers the period from 1790 to 1919. Particular emphasis was placed on the participation of society, the church and all kinds of charitable organizations in the problems of the school, which played an important role in the education of the female part of the Armenian population of Nakhichevan-on-Don. As evidenced by the surviving documents, the school experienced constant financial difficulties throughout the entire period of its existence. It is important to note the seriousness of the attitude of society and the church to the issue of the education of Armenian girls. However, the program of the school did not allow girls after graduation to immediately enter higher educational institutions. Even in the most difficult times, the city and society tried to ensure the continuity of the educational and upbringing process, realizing the importance of education in the society of that time.
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Musaiger, Abdulrahman O., Ahmed M. Matter, Sadiq A. Alekri, and Abdul-Rassol E. Mahdi. "Obesity Among Secondary School Students in Bahrain." Nutrition and Health 9, no. 1 (January 1993): 25–32. http://dx.doi.org/10.1177/026010609300900103.

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The aim of this study is to estimate the prevalence of obesity and factors associated with it in Bahraini secondary school students. A cross-sectional study involving a sample of 825 students (417 boys and 408 girls) aged 15 to 21 years was obtained from secondary schools. Obesity was determined using body mass index (BMI = Wt/Ht2). The findings revealed that 15.6% of boys and 17.4% of girls were either overweight or obese (BMI ≥25). Family size, parents education, and family history of obesity were significantly associated with obesity among boys, while family history was the only socio-economic factors statistically associated with obesity among girls. Meal patterns such as eating between meals, number of meals per day, and method of eating were not associated with obesity in students. Boys who ate alone were 3 times more likely to be obese than those who ate with family members (odd ratio = 3.4). Measures to prevent and control obesity among children are suggested.
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Armah, Linda, Salomey Appiah Darkoa, and Daniel Akuoko Adjei. "Fabric Construction Techniques as Interventions to reducing Girl-child Truancy in Ghana. A case of Trabuom Roman Catholic JHS." International Journal of Scientific Research and Management 10, no. 07 (July 1, 2022): 01–07. http://dx.doi.org/10.18535/ijsrm/v10i07.fdt01.

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Ghana as a developing country needs to educate its citizens especially the girl-child for her to become an important personality in the society in which she lives. In view of that, the government since 1992 introduced the FCUBE (Free Compulsory Universal Basic Education) in the country. This policy is to enable every child of school going age to get access to education. In spite of the provision made for the children in the country, only few girls at Trabuom in the Atwima Kwanwoma District of the Ashanti Region of Ghana attend school. Those who attend school do not complete the Junior High School. Although, the District Directorate of Education know the low enrollment level of girls at the Trabuom Roman Catholic School, very little has been researched into. The study sought to introduce some fabric construction techniques such as macramé and crocheting as interventions to reduce girls truancy in school. The qualitative research design was adopted and participatory action research method was employed. In all 45 students between the ages of 12 to 16 years were sampled for the study using purposive and snowball sampling techniques. Primary data was collected using interviews, observations and focus group discussions. The data were analyzed and discussed accordingly. The findings indicate some of the girls do not attend school due to poverty, teenage pregnancy, negative parental attitude towards girl’s education and sexual harassment by some male teachers. The use of some fabric construction techniques such as macramé and crocheting could significantly help increase the enrollment of girls in school.
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Sudfeld, Christopher R., Rajesh Kumar Rai, Anamitra Barik, Joseph J. Valadez, and Wafaie W. Fawzi. "Population-level effective coverage of adolescent weekly iron and folic acid supplementation is low in rural West Bengal, India." Public Health Nutrition 23, no. 15 (June 11, 2020): 2819–23. http://dx.doi.org/10.1017/s1368980020000932.

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AbstractObjective:To assess the coverage of the adolescent weekly iron and folic acid supplementation (WIFS) programme in rural West Bengal, India.Design:We conducted a population-based cross-sectional survey of intended WIFS programme beneficiaries (in-school adolescent girls and boys and out-of-school adolescent girls).Setting:Birbhum Health and Demographic Surveillance System.Participants:A total of 4448 adolescents 10–19 years of age participated in the study.Results:The percentage of adolescents who reported taking four WIFS tablets during the last month as intended by the national programme was 9·4 % among in-school girls, 7·1 % for in-school boys and 2·3 % for out-of-school girls. The low effective coverage was due to the combination of large deficits in WIFS provision and poor adherence. A large proportion of adolescents reported they were not provided any WIFS tablets in the last month: 61·7 % of in-school girls, 73·3 % of in-school boys and 97·1 % of out-of-school girls. In terms of adherence, only 41·6 % of in-school girls, 38·1 % of in-school boys and 47·4 % of out-of-school girls reported that they consumed all WIFS tablets they received. Counselling from teachers, administrators and school staff was the primary reason adolescents reported taking WIFS tablets, whereas the major reasons for non-adherence were lack of perceived benefit, peer suggestion not to take WIFS and a reported history of side effects.Conclusions:The effective coverage of the WIFS programme for in-school adolescents and out-of-school adolescent girls is low in rural Birbhum. Integrated supply- and demand-side strategies appear to be necessary to increase the effective coverage and potential benefits of the WIFS programme.
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Dissertations / Theses on the topic "Ruyton Girls' School History"

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Parker, Pauline Frances, and paulinefparker@gmail com. "Girls, Empowerment and Education: a History of the Mac. Robertson Girls' High School 1905-2005." RMIT University. Global Studies, Social Science and Planning, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080516.164340.

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Despite the considerable significance of publicly funded education in the making of Australian society, state school histories are few in number. In comparison, most corporate and private schools have cemented their sense of community and tradition through full-length publications. This history attempts to redress this imbalance. It is an important social history because this school, Mac.Robertson Girls' High School can trace its origins back to 1905, to the very beginnings of state secondary education when the Melbourne Continuation School (MCS), later Melbourne High School (MHS) and Melbourne Girls' high School (MGHS) was established. Since it is now recognised that there are substantial state, regional and other differences between schools and their local communities, studies of individual schools are needed to underpin more general overviews of particular issues. This history, then, has wider significance: it traces strands of the development of girls' education in Victoria, thus examining the significance and dynamics of single-sex schooling, the education of girls more generally, and, importantly, girls' own experiences (and memories of experiences) of secondary schooling, as well as the meaning they made of those experiences. 'Girls, Education and Empowerment: A History of The Mac.Robertson Girls' High School 1905-2005', departs from traditional models of school history writing that tend to focus on the decision-makers and bureaucrats in education as well as documenting the most 'successful' former students who have made their mark in the world. Drawing on numerous narrative sources and documentary evidence, this history is organised thematically to contextualise and examine what is was like, and meant, to be a girl at this school (Melbourne Continuation School 1905-12; Melbourne High School 1912-27; Melbourne Girls' High School 1927-34, and Mac.Robertson Girls' High School from 1934) during a century of immense social, economic, political and educational change.
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Sneddon, Sarah J. "The girls' school story : a re-reading." Thesis, University of St Andrews, 1998. http://hdl.handle.net/10023/14883.

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The very mention of the genre of the 'girls' school story' tends to provoke sniggers. Critics, teachers and librarians have combined throughout the century to attack a genre which encourages loyalty, hard work, team spirit, cleanliness and godliness. This dissertation asks why this attack took place and suggests one possible answer - the girls' school story was a radical and therefore feared genre. The thesis provides a brief history of the genre with reference to its connections with the Victorian novel and its peculiarly British status. Through examination of reading surveys, newspapers and early critical works it establishes both the popularity of the genre amongst its intended audience and the vitriolic nature of the attack against it. Biographical information about the writers of the school story begins to answer why the establishment may have been afraid of the influence of the purveyors of girls' school stories. By discussing their depiction of education, religion, women's roles and war the dissertation shows in what respects the genre can be seen as radical and shows how the increasing conventionality of the genre coincided with its decline in vigour and popularity. The influence of the oeuvre is then revealed in the discussion of its effects on adult literature.
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Pinzone, Sharon Morrison. "The Sociocultural Context of Cleveland’s Miss Mittleberger School For Girls, 1875-1908." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1248799957.

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D'Ignazio, Catherine M. "History of High School Girls' Sport in the City and Suburbs of Philadelphia, 1890-1990." Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/55935.

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Urban Education
Ph.D.
This study is an investigation of the development and one hundred year history of high school girls' sport in the city and suburbs of Philadelphia. Its focus is on how and why, over time, the experiences of schoolgirl athletes in the city of Philadelphia were different from the experiences of schoolgirl athletes in the surrounding suburbs. Using place, gender and race critical perspectives, high school yearbooks, augmented by oral histories, were used as primary resources to determine the origins of sport programs in public high schools throughout the region, the uneven impact of national professional standards on city and suburban schoolgirl sport programs, the creation of a unique city sport culture, the changes in school sport as a result of the suburbanization in the region and finally, the impact of suburban school district reorganizations on black schoolgirl athletes. Along with an examination of newspapers and other secondary sources this study suggests that suburban schoolgirl experiences emerged as the normative expression of schoolgirl sport.
Temple University--Theses
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Johnson, Sarah N. ""The True Spirit of Service"| Ceramics and Toys as Tools of Ideology at the Dorchester Industrial School for Girls." Thesis, University of Massachusetts Boston, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843990.

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This thesis examines the ceramics, both full-scale and toy, and dolls recovered from the Industrial School for Girls (1859-1941) in Dorchester, MA, in order to assess the ways in which the Managers who ran the School used material culture to enculturate the girls, as well as how the girls used material culture to shape their own identities. This site provides a unique opportunity to study the archaeology of a single-gender, and predominately single-class and single-age. The Industrial School for Girls, as an institution whose aim was to better the lives of poor girls and give them economic opportunities, as well as to create a better class of domestic servants, embodies the complicated moralities of Victorian domesticity, gentility, and womanhood. Analysis of the function and style of adult and doll scale ceramic vessels indicates the control that the Managers had over the School’s material culture and how it was used to expose the girls to the proper goods that would help shape them into successful and well-behaved domestic servants. The ceramic vessels represented some of the forms required by the etiquette of the time to set a proper dining table, and many of them exhibit Gothic and floral motifs, representing purity and morality in the home. These items suggest that the Managers were making an effort to include the material culture of a proper Victorian home in order to raise their girls to be comfortable in and enculturated to that environment. The porcelain dolls recovered from the site, in both their number and condition, hint at some amount of material self-fashioning among the girls, suggesting that perhaps not all of their experiences were pleasant ones. The fact that so many dolls were discarded in the privy suggests that there was some manner of discontent among the girls that was taken out on their own dolls or the dolls of others.

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Lear, Shana D. "Examining Protestant Missionary Education in North China: Three Schools for Girls, 1872-1924." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244051889.

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St, John Diana Elwell. "The guidance and influencing of girls leaving school at fourteen : a study in the content, methods and contradictions in this process based on the girls' departments of the London County Council maintained elementary schools 1904-1924." Thesis, University College London (University of London), 1989. http://discovery.ucl.ac.uk/10019108/.

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This examination of the pressures and influences on London elementary schoolgirls is set in a period when local authority and state pressures for conformity over attendance and health regulations were placing increasing burdens on homes and families. Simultaneously emphasis on the training of daughters in domesticity and infant care, under professional guidance at school, was becoming a powerful obligation on educators. This obligation was expected to reach far beyond mere technical training, contributing to a structure of moral control with supervision extending beyond school into early years of employment. The newly established London County Council Education Authority, both in size and in the variety of elementary schools, offers rich material on the operation of this process of attempted control and of conflicts engendered within it. Attempts to establish a coherent and consistent moral structure for elementary schoolgirls presented acute difficulties which are considered in this thesis. Thus pressure for the teaching of domestic subjects met counter demands that general education for girls should have priority, with any narrowing of their horizons towards domesticity being resisted. Infant care tuition, launched with strong government backing, alarmed some educationists lest by stimulating girls' curiosity it might weaken the taboo on sex education. Simultaneously however, others sought to extend instruction in sex matters for the protection of young girls, or to advance eugenist beliefs. The fast-growing cinema, seen as a morally dubious form of mass entertainment, had also to be scrutinised and controlled. During the war years a degree of resistanm emanating from teachers, to the brutality of current propaganda marked a victory for the ideals of duty and service inculcated particularly for girls. By contrast attempts by teachers and administrators to extend moral control after schooldays largely failed, undermined by suspicion and impatience from home and from former pupils, by demands of employers and by post-war economies In education.
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Martinez, Vanessa. "Schooling, Community, and Identity: The Perspectives of Muslim Girls Attending an Islamic School in Florida." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4366.

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As the number of Islamic institutions increases in America, the need for greater understanding of the Muslim community, and the challenges faced by this minority, increases as well. This project seeks to provide such knowledge by exploring one of these rapidly growing institutions founded and funded by Muslims, private Islamic schools. Absent from media and literature is an understanding of Islamic schools and the experiences of youth as their attendees. This project addresses this gap through an ethnographic focus on female students at one Islamic school. Data was collected via interviews, focus groups, observation, and participant observation. This student-centered approach provides qualitative insight on the perspectives of Muslim girls on identity, schooling, and community in order to foster greater understanding of the mission, social function, and practices of Islamic schools.
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Phillips, Nancymarie. "Education for Girls in the House of the Good Shepherd, U.S. 1940-1980." Cleveland State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1228312513.

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GIULIACCI, LAURA. "Dall'educandato monastico al collegio: trasformazioni istituzionali e modernizzazione pedagogica nell'educazione femminile tra periodo napoleonico e restaurazione." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/141.

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Nella prima parte la tesi analizza la fondazione e i primi anni di attività dei quattro collegi femminili fondati in età napoleonica: il Reale Collegio delle fanciulle di Milano, il Collegio agli angeli di Verona, il Collegio san Benedetto di Montagnana e il collegio Maria Cosway di Lodi. Lo studio è stato condotto mediante una puntuale attività di ricerca negli archivi di stato di Milano, Verona e Venezia, e nell'archivio comunale di Montagnana. Il collegio di Milano fu il modello per gli altri collegi, ai quali fornì l'esempio dei regolamenti, dei programmi di studio e più in generale, dell'impostazione pedagogica complessiva di un moderno convitto laicale. Nel presente lavoro quindi vengono ricostruite la giornata delle educande e il livello della loro preparazione culturale in un'ottica di un rinnovato modello di donna. Si analizzano con attenzione i libri di testo adottati per comprendere la qualità dei saperi riservati alle donne. Nell'ultima parte della tesi, vi è uno studio quantitativo relativo all'età delle alunne e alla loro provenienza geografica e sociale.
In the first part the doctoral thesis analyses the foundation and the first years of activity of the four girls' boarding schools founded during the Napoleonic age: the Reale Collegio delle fanciulle in Milan, the Collegio agli angeli in Verona, the Collegio San Benedetto in Montagnana and the Collegio Maria Cosway in Lodi. The survey has been pursued through accurate researches in the state archives in Milan, Verona and Venice and in the municipal archives in Montagnana. The Milan girls' boarding school was the model for the other schools, to which it provided paragon for regulations, curricula and in general for comprehensive pedagogic methods of a modern lay boarding school. This work reconstructs the boarders' daily life and the level of their cultural background in the perspective of a renewed idea of woman. The chosen textbooks are carefully examined to understand the quality of knowledge intended for women. In the last part of the dissertation there is a quantitative study about the age of the schoolgirls and about their social and geographical provenance.
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Books on the topic "Ruyton Girls' School History"

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Girls' School Stories, 1749-1929. New York: Routledge, 2013.

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Westridge School: A centennial history. Los Angeles: Balcony Press, 2014.

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Kathleen, Baldwin, ed. A School for Unusual Girls: Stranje House #1. New York: Scholastic, 2015.

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Sisters, school girls, and sleuths: Girls' series books in America. Lanham, Md: Scarecrow Press, 2009.

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Strong, Ruth. A history of Fulneck Girls' School, 1741 - 1994. Pudsey, Leeds: Fulneck School, 1995.

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Riordan, Cornelius H. Girls and boys in school: Together or separate? New York: Teachers College Press, Teachers College, Columbia University, 1990.

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Wertsch, Douglas M. The Girls' Reform School of Iowa, 1865-1899. Lewiston: E. Mellen Press, 1997.

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Douglas, Priscilla M. The school on the hill: A history of the Hitchin Girls' (Grammar) School, 1889-1989. [England: s.n.], 1988.

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King, Barbara. P.G.S.G: A history 1905-1946. Cheltenham: B. King, 1990.

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Hayot, Patricia T. Columbus School for Girls: For girls. For excellence. For the future. 1898-1998. New York: Newcomen Society of the United States, 1998.

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Book chapters on the topic "Ruyton Girls' School History"

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McDermid, Jane. "Girls at School in Nineteenth-Century Ireland." In Essays in the History of Irish Education, 105–28. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-51482-0_5.

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Razzack, Azra, and M. Atyab Siddiqui. "The Girls Arrive." In The School at Ajmeri Gate, 431—C8.F2. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9788194831624.003.0009.

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Abstract Chapter VIII, The Girls Arrive, tells the story of converting the Anglo Arabic from an only boys school to being a co-educational institution. The controversy generated and the challenges presented are highlighted in an absorbing account. What admission to the school meant for the girls themselves is also captured here. History has witnessed that change is born in conflict. Even for a reformatory step like opening the school to the girl child, the administrators had to struggle. Surprisingly, the teachers who are supposed to be advocates of change opposed the admission of girls in the institution. The principal too had to be taken to task for this opposition. The local politicians went up in arms, and it required an order from the law court to firmly establish it as a co-educational institution. The girls justified their admission by securing flying colours in the Board examination. A new chapter had been introduced in the history of the institution.
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Peebles-Wilkins, Wilma. "Janie Porter Barrett and the Virginia Industrial School for Colored Girls: Community Response to the Needs of African American Children." In A History of child welfare, 135–53. Routledge, 2017. http://dx.doi.org/10.4324/9781351315920-8.

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Bonura, Sandra E. "The Turbulent Ending of the Nineteenth Century." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0014.

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In 1898, a series of explosive events led to the U.S. declaring war on Spain. A multitude of soldiers were in the port when the news came that President McKinley had signed the resolution annexing Hawai‘i. Frances Parker, visiting the school, witnessed Pope’s private rebellion, by asking girls to boldly sing their kingdom’s patriotic songs in their native tongue while their Hawaiian flag was removed. Annexation was a divisive issue at the school; it placed Pope on one side and the parents on the other. Pope, while deeply sympathetic to the plight of the country and the Hawaiian culture she had come to love, was well aware that this year of annexation, she would need to teach her girls more than history or literature; she would have to teach them to be Americans in Hawai‘i. Like the girls, Pope had torn allegiances and conflicting emotions, but it would be up to her to motivate the girls, despite their collective sadness over the demise of their sovereign nation.
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"Tradition, Innovation, and Resistance?" In Laughter, Creativity, and Perseverance, edited by Ute Hüsken, 192—C8.N*. Oxford University PressNew York, 2022. http://dx.doi.org/10.1093/oso/9780197603727.003.0009.

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Abstract The chapter deals with a Veda school (Pāṇini Kanyā Mahāvidyālaya) for girls in Varanasi. While traditionalists among the local Brahmins claim that women can and may not perform Vedic rituals, this school gives access to religious and ritual knowledge to girls, who since 2014 also publicly perform Vedic rituals every morning at Assi Ghat. The author discusses the history and reception of this school and its activities in influential Brahmin circles in Varanasi, contextualizes this in light of discussions of female religious agency (adhikāra) in ancient India, and presents some views of the school’s teachers and students on these matters. While the young women learn to claim public spaces that are traditionally monopolized by men, the school associates with the ruling BJP party, and thereby implicitly teams up with a Hindu nationalist agenda, even though Hindu nationalist ideologies reinforce aggressive patriarchal structures. Paradoxically, it is this connection that allows the girls and women to occupy agentive spaces within these structures, with the support of important and powerful parts of the local communities.
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Colls, Robert. "New Moral Worlds." In This Sporting Life, 171–200. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198208334.003.0007.

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Chapter 6 brings the history of modern sport and the modern school together. In the Uppingham School Archives there’s a photograph of the school cricket team gathered round its ambitious and reforming headmaster Rev. Edward Thring. At this moment (1858) Thring was involved in painful disputes with these boys, trivial struggles that confirmed in his mind if not theirs the need to build a network of powerful schools committed to reforming the character of elite young men. He and his brother headmasters spent their lives reinventing these so called ‘public’ schools as new moral worlds. Chapter 6 looks also at the Girls Public Day School Company (1872) and its work towards the proper education of middle-class young women. Sport and gender was vital to both campaigns although how vital rather depended on the extent to which girls won a new independent voice and the boys retained their old one. Public schools were seen by their inventors as new moral worlds but they could be new immoral worlds as well. Or, to put it another way, the schools were reconfigured as closed institutions deliberately designed to influence the character and behaviour of the young. By the beginning of the twentieth century the leading public schools were seen as uniquely successful enterprises, obsessed with the athletic body, significant and forceful in the definition of what a ‘school’ should be, stately and beautiful, and surrounded almost by definition by playing fields. A new set of national icons had been created.
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DiSavino, Elizabeth. "Act Two." In Katherine Jackson French, 26–56. University Press of Kentucky, 2020. http://dx.doi.org/10.5810/kentucky/9780813178523.003.0004.

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Jackson marries William Frank French in 1912. She becomes Dean of the Sue Bennett School for Girls. The Frenches move to Shreveport where Jackson co-founds the Woman’s Department Club. A brief history of types and function of women’s clubs is given. French becomes one of the clubs pillars, guiding them through the day-to-day workings of the club, and lecturing for free once a week for seventeen years. In 1924, French joins the English faculty at Centenary College. She joins and becomes President of the Louisiana AAUW during the outbreak of World War ll. Jackson’s relationship with her daughter is examined. She dies in 1958 and all Shreveport mourns.
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Nadel, Ira. "Newark, Newark, Newark." In Philip Roth, 18–59. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780199846108.003.0002.

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This chapter on Roth’s life growing up in Newark, New Jersey, focuses on the city’s history and colorful personalities, from boxers to gangsters. Longy Zwillman, kingpin bootlegger who discovered Jean Harlow, and Rabbi Joachim Prinz, who will sponsor Roth’s first trip to Israel in 1963 and appear in The Plot Against America, are key figures. Family life and the challenges his father faced as an insurance salesman for Metropolitan Life are crucial elements in understanding Roth’s origins, as well as the protective care of his mother and the adventures of his brother who went off to art school and the Navy. The chapter also analyzes the importance of Newark, especially the Weequahic section, for Roth’s writing and how its reality differed from his often idealized depiction of the city. Sports, movies, girls, and high school, as well as the story of the Jews of Newark, become the center of the chapter, expanded by his early love of reading and trips to the library.
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Runyon, Randolph Paul. "Go West." In The Assault on Elisha Green, 135–42. University Press of Kentucky, 2021. http://dx.doi.org/10.5810/kentucky/9780813152387.003.0014.

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Ella Gould discovers her husband's affection for Texie Head and writes her a letter asking her to give him up. George Gould finds a similar position with a girls' school in Las Vegas, New Mexico. He takes up his new responsibilities in late July, bringing his mother and his son George and hiring Bristow to teach. He asks Texie to teach too, but she declines, thinking Ella would her life there uncomfortable, not realizing that George had left his wife behind in Kentucky. This chapter details Las Vegas's history and geographical situation. On September 12, he learns by telegram that Ella has brought up charges of adultery, alcoholism, and abandonment before the Methodist Conference and that he must return for a church trial in October. He hurries back to Kentucky, leaving the impression in Las Vegas that he was simply returning to fetch his wife.
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Nadel, Meryl. "The Beginnings of the Summer Camp Movement." In Not Just Play, 33–46. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190496548.003.0004.

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“The Beginnings of the Summer Camp Movement” presents the early history of the summer camp as background for understanding the circumstances confronted by the new social work profession around the turn of the 20th century. The emergence of summer camps was influenced by the changing economy and industrialization, immigration, health issues, the growth of a transportation network, school vacations, and the rise of a middle socioeconomic class with increased leisure time. The Fresh Air Movement, created by mid-19th century religious, health, and charity organizations, provided daily excursions and weeklong trips to the country for children living in poverty. Early settlement houses initiated informal summer programs for their members. Private camping programs began for upper socioeconomic class boys and, later, girls. Youth-serving organizations including the Ys, the Scouts, and the settlement houses started organized camp programs for children from middle- and lower-socioeconomic class families. Camp directors soon established membership associations.
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Conference papers on the topic "Ruyton Girls' School History"

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Reimers, Ann, and John F. Smith. "Enriching an informal engineering education program with social relevance and history for middle school girls." In 2016 IEEE Frontiers in Education Conference (FIE). IEEE, 2016. http://dx.doi.org/10.1109/fie.2016.7757730.

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Lozano Albalate, María Teresa, Ana Isabel Allueva-Pinilla, José Luis Alejandre-Marco,, Raquel Trillo-Lado, Sergio Ilarri-Artigas, Carlos Sánchez-Azqueta, Lorena Fuentes-Broto, Susana Bayarri-Fernández, and Concepción Aldea-Chagoyen. "Projects to encourage female students in STEM areas." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9474.

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Today, the number of female students that enrol in degrees related to Science, Technology, Engineering and Mathematics (STEM) areas is quite low. So, numerous initiatives have arisen to promote these degrees and encourage female students in these areas. In this context, the EuLES Network (u-Learning Environments in Higher Education), an interdisciplinary network created in 2010 at the University of Zaragoza (Spain) to foster research, interaction, cooperation and transfer of knowledge and technologies related to learning and open education, has developed two projects oriented to High School Students: “WikinformáticA! en Aragon” and “Women in STEM by EuLES”. WikinformáticA! en Aragón is a competition for student groups in which they develop a wiki on prominent women in the history of Information and Communication Technology (ICT). The objective is the visibility of women involved in technology. The purpose of the Women in STEM project is to offer testimonies of women in Science, Technology, Engineering and Mathematics to encourage scientific vocations, especially in young people and girls. The project consists of conducting video interviews of women who work or study in these disciplines. All the videos, along with a short biography, are posted on the web.
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