By Johannes Westberg
This booklet offers professional research on how the awesome upward push of mass education used to be funded in the course of the 19th century. in keeping with wealthy resource fabrics from rural Swedish institution districts, and drawing up proof from education in nations together with France, Germany, England and the united states, Westberg examines the ethical concerns that guided fiscal practices and sheds new gentle on how the arrival of education didn't simply leisure upon monies, but additionally on grains, firewood and cow fodder. Exploring university districts’ reasons and monetary tradition, this e-book exhibits how education used to be neither basically guided by means of frugal impulses nor influenced by way of an apprehension of the starting to be operating periods. as a substitute, university spending served a number of reasons at school districts that pursued a good and average fiscal practice.
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Extra resources for Funding the Rise of Mass Schooling: The Social, Economic and Cultural History of School Finance in Sweden, 1840 – 1900
65 Economic benefits for the school districts’ inhabitants could also support investments in school buildings. In Alnö in 1855, parishioners were willing to approve a proposal to remodel the parish house to accommodate a school if they were allowed to perform the necessary paid work themselves. 66 The decision of whether to invest in an additional school building was also affected by the price of labour and building materials. During the investigated period, price increases in the early 1850s and 1870s were followed by price decreases, and new price increases occurred during the second half of the 1890s.
This line of reasoning is based on Sheilagh C. ,” in Allt på ett bräde: Stat, ekonomi och bondeoffer. En vänbok till Jan Lindegren, ed. Peter Ericsson, et al. (Uppsala: Uppsala University Library, 2013), 285–86. 72. Janken Myrdal, “Source Pluralism as a Method of Historical Research,” in Historical Knowledge: In Quest of Theory, Method and Evidence, ed. Susanna Hellman and Marjatta Rahikainen (Newcastle upon Tyne: Cambridge Scholars Publishing, 2012), 155–89. 73. On memories as a source for the historian, see Lynn Abrahams, “Memory as Both Source and Subject of Study: The Transformations of Oral History,” in Writing the History of Memory, ed.
In 1876, the school buildings were found in 40 J. 50 Such reviews did not mean that the school buildings were without flaws, however, and complaints were regularly recorded in school district meeting minutes. In Tuna, for example, the minutes note that the district school building protected schoolchildren from neither rain nor wind in 1848. In 1864, the teacher in Indal reported that the floor draft was so strong that the children had to heat their feet by the stove. These complaints reappeared a few years later in Indal, when the school board was informed that it was possible to see straight through the floorboards.