History of Education Society: Blog

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PagesHomeThe SocietyEvents font-weight: normal;">The History of Education Society seeks to further the study of the history of education by providing opportunities for discussion among those engaged in its study and teaching.
In this blog you'll find the latest news on research, events and literature in the history of education.
DETAILS ON HOW TO SUBMIT A POST FOR THE HES BLOG Monday, 23 January 2017 This blog by Adrienn's is her third installment. Her previous blogs can be found here:Summer Universities, within the international relationships of the Hungarian Royal Erzsébet University between 1920-1946
and here:The other spaces of education - beyond the university. The student hostels of the Hungarian Royal Elisabeth University between 1923 and 1941

A Hungarian University Health Protection System in theReflection of Treaty of Versailles [1](1924-1947)
by Adrienn Sztana-Kovacs
In our blog post we would like to point out why it was so important toorganize a proper health-care system at the Royal Hungarian ElizabethUniversity[2].Surprisingly the examination of the question showed more aspects than appearedat first. Under the analyzing process of the documents it became clear therewere some larger objectives behind the acts than the benefits of the students.There were two elements of the initiatives, the acts of the government and theuniversities on the field of the health protection of students.[3]Naturally the first and most important element of theexaminations was to get a general knowledge about the state of the studentshealth and to provide treatment if needed. Chiefly the high death rate fromTuberculosis (TB) justified the steps.[4] Earlier we mentionedthere was another element behind the scenes, rooted in the terms of the Treatyof Versailles.[5] Among these otherelements, was the limitation of the army and the prohibition of the universalcompulsory military service.[6]The Hungarian governments answers to those points were to introduce compulsoryphysical education[7] to every man under 21, andto establish a special Hungarian paramilitary youth organization Levente.[8]Its declared purpose was physical training and a kind of not stated one wasgiving some basic military education.[9]
Compulsory Physical Education and the Related Healthcare Examination
At the Elisabeth University, compulsory physical education for men wasintroduced from the 1926/1927 academic year,[10]butthe related healthcare examination only began in the 1927/28 academic year. Inits first year of the 380 freshmen only 205 attended and from these 54 weresent for further treatment because of diffrent pathological changes.[11]The great depression had broken this initiative. In 1933 dr. János Ángyán[12]laid his proposal before the Council of Medical Faculty aboutinstitutionalizing the examinations of the students at Elisabeth University, whichin the new settings took place in the school year of 1936/37.


Source: mcdn.blog.hu/pe/pecs2010/image/2010okt/angyanj.JPG
There are only three reports about three consecutive academic years.[13]The participation rate differed among the faculties. It was high among thefreshmen of the Medical Faculty and of the Faculty of Arts, however, only 22%of the Faculty of Law participated at the begining and only showed a minimalrise later.[14]


Source: PécsUniversity Archives, reference number: VIII. 105. a. 1936/37. academic year,XI. meeting, 21st of June in 1937. 49. pointEdited by theauthor
The examination included a gauge of case histories of the families,physical qualities and mental abilities. Students were questioned about theirtraining habits and it turned out there were some serius issiues around thecompulsory PE.


Sources: PécsUniversity Archives, reference number: VIII. 105. a. 1936/37. academic year,XI. meeting, 21st of June in 1937. 49. point. VIII. 105. a. 1937/38. academicyear, X. meeting, 22nd of June in 1938. 30 point; VIII. 105. a. 1938/39. academicyear, IX. meeting 26th of May in 1939. 18. pointEdited by theauthor
The most important was that the examiners didnt find anyone withTubercolosis in those three years, despite the fact that most of the studentshad been healed from primary or secondary TB infection. There was a difference onthe field of the venereal diseases. Every year the doctors found some studentswith previous gonorrhoea and in the last year two students had primary syphilis infection and two studentshad inherited syphilis.There were some students every year suffering fromhigh bloodpresure or arrhythmia.[15]Also there was a high rate of different physical deformities, for example: flatfoot, chest disfiguration or joint problem. Almost 50% of the freshmen neededsome sight correction. According to professor Ángyáns reports most of thestudentss families had difficulties with personal hygiene. This was proven bythe high number of seborrohea and mycosis. The data from the 1937/38 academic year allows us toget a glimpse of the nutritionalstate of the students and their smoking habitsas well.






Source: PécsUniversity Archives, reference number: VIII. 105. a. 1937/38. academic year, X.meeting, 22nd of June in 1938. 30 pointEdited by theauthor

















Sources: VIII. 105. a. 1937/38. academic year, X. meeting, 22nd of June in 1938. 30 point; VIII. 105. a. 1938/39. academic year, IX. meeting 26th of May in 1939. 18. pointEdited by the author

Unfortunately we dont have the latest record before the examinationswere suspended during the war after 1940. The managment planned to restart itagain in 1947, however, no data survived from this period. From these reportswe can form an opinion of the different aspects of the students health, of thestate of the general health and nutrition conditions and of the healtheducation of the families. At the end of the 1940s the political climate hadchanged in the country but the fight against the infectious diseases remainedthe focus point for the managment of the universities and the government aswell.


[1] The original paper was published in Hungarian: Kovács, Adrienn: AzErzsébet Tudományegyetem hallgatóinak egészségvédelme 19241950. [HealthProtection of the Students of the Elisabeth University. 1924-1950] OrvostörténetiKözlemények, Communicationes De Historia Artis Medicinae 214217 (2011), 155172.[2] You can read about the deatils of the foundation and the movements inour previous blog post: Summer Universities, within the internationalrelationships of the Hungarian Royal Elisabeth University between 1920 and1946.http://historyofeducationsociety.blogspot.co.uk/2014/09/summer-universities-within.html[3] Beside the University Council of Royal Hungarian Elisabeth Universitythere were other universities and civil organizations in the country to standup and fight against contagions such as Tuberculosis (TB) and venereal diseases(VD). Their initiatives were carefully considered by the University Council andit took proper action in each and every case.[4] In 1920 the population of the country was 7. 9 million and the numberof the deaths caused by TB was 25000. In 1940 17000 people died from TB out of a 9.1 million population. Peoplecalled TB Morbus Hungaricus [Hungarian disease] since the begining of the20th century. (Originally typhus was called Morbus Hungaricus in the 16thcentury.)[5] In the case of the Hungary Kingdom it was the Treaty of Trianon namedafter the palace where the Hungarian deputation signed it in 1920. TheHungarian Kingdom lost three-quarters of its territory. The population of thenewly formed country was 7.9 million in contrast to the former 20.9 million and31% of the Hungarian nationals were left outside the new borders.[6] The army was limited in 35000 officers and men. Heavy artillery, tanks and airforce were prohibited. Romsics, Ignác: Magyarország története a XX. században.[History of Hungary in the 20th Century] Budapest. 2000. 145.[7] LIII/1921. Act of PhysicalEducation[8]VKM 9000/1924 Enacting clauses of the LIII/1921 of the Ministry of Religiousand Cultural Affairs. The Levente organization worked from January 1924 toMarch 1945. In January 1944 there were 1.3 million members. The leaders were retiredofficers who gave basic firearms training.[9] II/1939. Act of Defence. All boys between ages 12 and 21 were requiredto enroll in the Levente organization. The organization was regulated by theMinistry of Defence since 1939. [10] Forfemale students the physical education was on a voluntary basis in separategroups under the lead of a lady PE teacher.[11] PécsUniversity Archives, reference number: VIII. 105. a. 1927/28. academic year,VIII. meeting, 23rd of March in 1928. 13th point.[12] János Ángyán (1886-1969) medical professor of the Hungarian RoyalElisabeth University.[13] 1936/37; 1937/38; 1938/39[14] Only one third of the law students went to the university classes. Theother two-third of them usually had a job and they just travelled to Pécs totake their exams. [15] In the 1937/38 academic year, 25% of the students had arrhythmia.Posted byat20:01No comments: Monday, 12 December 2016 Sight, Sound and Text in the History of Education HES 2016 Sight,Sound and Text in the History of Education HES 2016
By Maria Williams

Maria is a doctoral student at UCL Institute of Education under the supervision of Professor Gary McCulloch. Prior to commencing my research she worked in London comprehensive schools for thirty years.
Sight, Sound and Text in the History of Educationwas the theme of the conference organised jointly by the UK andAustralian New Zealand History of Education Societies, held over the weekend of November18-20, 2016 at the Abbey Hotel, Malvern, Worcestershire. Stephen, Siân andJodie organised a fantastic conference in a location with magnificent views.The panel papers and keynote lectures which addressedthe conference theme in relation to community or national identity and the artswere really relevant to my doctoral research which focuses on the educationalpractice of Mother Frances Xavier Cabrini and her sisters 1880-1918 with Italianmigrants. Tom Woodins exploration ofeducation and culture to engender a sense of belonging in the Co-operativemovement and Susannah Wrights paper showing the League of Nations Unionsparticular mode of collective commemoration for Armistice Day prompted questionsfor me regarding the impact of Italian and Italian- American celebrations in Cabrinistime. At the panel on music education I alsosaw parallels with the Italian situation as I listened to Teresa ODohertys onthe impact of cultural and political nationalism on the teaching of music inIreland during the first decades of Independence. Ross Purves addressed similarissues with regard to music provision relating to the ethnic background ofpupils. This theme was a central strand of Ian Grosvenors keynote on Saturdayevening which revisited his landmark 2007 publication, Assimilating Identities. His visual sources powerfully demonstratedthe rich contribution of the History of the Ordinary and education outside ofschools to the field of History of Education. The need for further work in thisfield provides a challenge for me; one which I have been considering as anEnglish historian researching Italian history. In the summer at ISCHE I also discussedthe question in relation to writing Black History with three African- Americanhistorians in Chicago. I wonder how the overwhelmingly white membership of our ownorganisation impacts on our confidence to research and write Black History.I contributed to the Education and the Arts panelwhich was both transtemporal and transnational. Raymond McCluskey exploredmedieval insights about the arts which challenged some of my assumptions.Stephen Tomlinsons paper demonstrated Comenius innovative use ofillustrations in the seventeenth century and Luana Salvarani continued thetheme of innovative pedagogy exploring Jesuit theatre in the seventeenth andeighteenth century. In my paper I explored what Cabrini referred to asornamental competences demonstrating the opportunities these provided forwomens agency. My findings support those of Margaret Nash and Ann Marie Valdeschallenging more assumptions.
I learnt a great deal more over meals and coffee. Likemany colleagues I visited the adjacent Priory Church where I realised that ourconference was continuing an educational tradition established on the site almosta thousand years before by migrants from continental Europe. This was my thirdannual conference. As a post-graduate researcher I have really benefited andrecommend them to others.Posted byat06:40No comments: Tuesday, 13 September 2016 What isYOUR story?
by JonathanDoney
In a recent editorial in History of Education Researcher (May 2016), Rob Freathy and Iexamined the life of Lord Asa Briggs, focusing on his lesser known role as acode-breaker at Bletchley Park, and as a contributor to first ever edition of The History of Education. For me, thissparked an interest, and I have since managed to visit Bletchley, and have readmore about Briggs time there in his autobiographical work Secret Days: Code Breaking at Bletchley Park (London: FrontlineBooks, 2011). There is something about peoples own stories and history that isgripping
Inside Hut 6 at Bletchley Park, Bletchley, England. Photo by Jonathan DoneyIn 2017 we will be celebratingthe 50th anniversary of the History of Education Society. To markthis occasion, we are planning a Special Edition of the History of Education Researcher journal for publication in May2017. We plan to publish a collection featuring a number of short,autobiographical, and personal reflections on the past, present and future ofthe Society and on the research field of history of education more generally.We envisage a range of contributions, with authors writing brief responses to aseries of questions; a sort of written interview. These contributions can be writteninformally, but we hope they will stimulatecuriosity and interest, and provoke thought and dialogue.
Wed like to know what first ignited an interest in thehistory of education; which books on history and/or the history of educationspecifically have been the most influential in your career; what was yourgreatest breakthrough moment in research; what was the biggest challenge youfaced, and how did you overcome it; what experiences have you of teaching thehistory of education and what approaches consistently worked well. Wed alsolike to think about the kind of sources you have worked with, trying to understandwhat are the joys and sorrows associated with them. Finally, we might ask whatadvice you would give a budding historian of education starting out in theircareer today.
We hope to create a resource that not only contributes tothe 50th anniversary celebrations, but also provides futurehistorians of the Society and the academic field with a rich and revealingprimary source. We also believe that undergraduate,postgraduate and early-career researchers might find it interesting to learnmore about others within the community of historians of education, particularlyhow they explain their methodological orientations; describe their researchprocesses and working assumptions; outline their approaches to teaching andlearning; and perceive the nature and purpose of the learned society. In termsof the Society, we hope that appreciative appraisals, focusing on its benefitsand successes, will implicitly and collectively articulate a desired future. Apart from anyinnate interest we might have in reading responses from colleagues in ourfield, the answers might also provide food for thought and set off a train ofideas that influence how we each individually study or teach the history ofeducation.

If you would like to contribute to the planned SpecialIssue, please get in touch, with me in the first instance (J.Doney@exeter.ac.uk), and Iwill send further details. We hope to create a resource that not onlycontributes to the 50th anniversary celebrations, but also providesfuture historians of the Society with a rich and revealing primary source.Posted byat08:57No comments: Older PostsHomeSubscribe to:Posts (Atom)PagesHome (HES Blog)How To Submit A Post For HES BlogLabels#histed(3)#histedmonth(5)1500-1850(1)1640s(1)1850-1950(5)1920s(1)1930s(1)1950s-present(4)adult education(1)alumni(1)Attingham Hall(1)Australian education(1)Book of Common Prayer(1)Book Reviews(1)Britishness(1)cadet corps(1)Carol Gilligan(1)Chantries Act(1)colonial education(1)early years(1)education and religion(1)education through art(1)English history(1)Englishness(1)eventeenth century(1)Events(7)First World War(1)Fundamental British values(1)General Interest(5)Great War(1)Herbert Read(1)higher education(2)history journals(1)History of Education(8)History of Education outside the UK(5)History of Higher Education(2)History of Womens Education(1)humanities(1)Hungary(1)initial teacher education(1)initial teacher training(1)International Centre for Historical Research in Education(1)interwar(1)Jewish Lads Brigade(1)John Dewey(1)King Alfred School(1)King Alfreds College(1)manliness(1)masculinity(1)Methodology(4)migrant education(1)Moral Instruction League(1)music education(1)New Age(1)New Zealand education(1)Nonconformists(1)open access(1)open access books(1)Puritans(1)religious education(2)residential adult education(1)Restoration(2)Royalists(1)schools(1)schoolteachers(1)Scouts(1)seventeenth century(2)Shropshire Education Authority(1)Sir George Trevelyan(1)social work(1)student hostels(1)student residences(1)teacher education(2)University of Winchester(1)Uppingham School(1)voice relational methodology(1)womens education(1)Womens Institutes(1)Woodcraft Folk(1)Workers Educational Association(1)workfare(1)Blog Archive 2017(1) January(1)This blog by Adrienns is her third installment. H... 2016(5) December(1) September(1) May(1) April(1) January(1) 2015(16) December(1) November(5) October(1) August(1) July(1) June(2) May(1) April(1) March(1) February(1) January(1) 2014(20) December(2) November(5) October(2) September(2) August(3) July(1) June(1) May(1) April(1) March(1) February(1)Tweets by @HistEdSocUKHistory of Education Society

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