In this book the emergence of schools in urban Sweden between the seventeenth and the nineteenth century provides the framework for a history of children and of childhood. It is a study through the lens of the changes in early modern education, spatial aspect of the life of children and systems of governance in the early modern Swedish state. Educational systems defined the spatial aspects of childhood―where children were supposed to grow up, in the home, the school, the streets and alleys, or the place of work―over a period of about two hundred years. Schools and education represent both a mental and a physical space; an abstract place for children as well as a local and concrete place for them, which stood out against the alternative spatial aspects of the life of children. It is also a study of how different cultural systems influence the definitions of childhood and schools, in the context of church and home instruction, poor relief, policing, surveillance, and the question of why children went to schools. It examines the role of the school as childcare and as a provider of food, shelter and welfare, and as governance.
Author(s): Bengt Sandin
Series: Palgrave Studies in the History of Childhood
Publisher: Palgrave Macmillan
Year: 2020
Language: English
Pages: 420
City: Cham
Acknowledgments
Praise for Schooling and State Formation in Early Modern Sweden
Contents
About the Author
Abbreviations
List of Figures
List of Tables
Chapter 1: Introduction
Background
Negotiating Childhood; Home, Street, Work, or School
Transforming Systems of Governance; Children, Public Space, and Education in the Early Modern Period
The Cohesion and Adaptability of the Family
Time, Place, and Context—Space: The Construct of Childhood and Governance
Space and Childhood
Design of the Study
Chapter 2: Education, Childhood, and State-Formation during the Seventeenth-Century Background
Educating the Population—The Problem
The Household Code and Its World
School and Home Tuition
Public Education, the Local Community, and the State
The Diocese of Uppsala—An Example
State Power and Local Power
The Clergy, the State, and the Local Elites
Power, Space, and Bookkeeping
The School System
Concluding Comments
Chapter 3: Public Education and the School System in Stockholm in the Second Half of the Seventeenth Century
Background
A School for Poor and Rich
Children’s Social Background and Schooling
Family, Livelihood, and Schooling
State, Power, and Food
From Funeral Procession to Poorhouse and Schools
Concluding Comments
Chapter 4: Education for All? Changing Childhoods: Education in Swedish Towns in the Eighteenth Century
Examination of Poor and Rich in Stockholm in the Mid-Eighteenth Century
Church Discipline—A Faulty System of Examination
Church Discipline—Child Poverty, Street Children, and Manufacturing
Church Discipline—New Regulations
Schools for Working Children in Stockholm
Schools for Children of the Busy Official, the Industrious and Prosperous Merchant, the Diligent Artisan—Or the Thugs of the Streets?
Targeting Family Environment or Keeping Children Off the Streets? Schools for the Children of the Lower Class
Poor Schools and Soldiers’ Schools
Catechetical Schools
Church Discipline, Street Regulation, Child Care, Norms, and Skills—Conflicting Paths
Chapter 5: Childhoods and Education in Towns in the Early Nineteenth Century
Background
Redesigning the School Ordinance—A School of Trade and a School of Learning and a School for Children of the Poor?
Redesigning Poor Relief in Cities and Elementary Schooling of Poor Boys and Girls
Poor Relief in Stockholm and the Education of Paupers’ Children
One School for the Poor and One School for the Rich—the Emergence of a Parallel School System
Decentralized Poor Relief and the Education of Poor Children
The Garrison Schools
The Poor Schools
Catechetical Schools and Craft Schools
Conclusion
Poor Relief in Gothenburg and Malmö and the Education of Paupers’ Children
Gothenburg
Conclusion
Malmö
Conclusion
Concluding Discussion: Education—A Matter of Community Policing—Physical, Cultural, and Educational Spaces?
Chapter 6: Family and School: One Reality and Different Perspectives
The Lower Class and School: Homes, Street, Factory, or School—A Reconstruction of the Bottom-Up Perspective
Top-Down Perspective—Educated Citizens, Mobs, and Surveillance
Urban Mass Schooling Before the School Act of 1842
Chapter 7: Continuity and Change: Social and Political Space for Children and Childhood
Sources and Literature
Unpublished Sources
Printed Source Material
Literature
Index
