ボストン・ラテン・スクール論争再考 : 19世紀後半のボストンにおけるジェンダーと教育[3]
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This paper explores how people in late 19th-century Boston perceived gender roles in education. The paper takes the case of "Boston Latin School Controversy" and examines the activities of the Massachusetts Society for the University Education of Women (MSUEW) as the key organization that played a major role in the Controversy. Jonn D. Philbrick, the most zealous opponent of the MSUEW petition, maintained that sexually segregated secondary school was "the true and normal arrangement." Influenced by Spencer and Clark, he argued educational progress was advanced by "differentiation, by dividing and subdividing function." The creation of a separate classical division attached to Girls' High School for the special work of preparing girls for college, therefore, would be in keeping the law of educational progress. The controversy caused the women of the Society to lose ground toward their goal of opening the door of the Boston Latin School for girls. They could not propose a powerful argument that confuted their opponents. Even William Fairfield Warren, who, at the first hearing, blamed sharply the unfair policy of the city of Boston so far and called for coeducation at the Latin School, had to compromise at the last hearing by saying that their aim was to secure young women a fair chance for college preparation and "mixed classes in the Latin School are neither asked, nor, under present circumstance, desired." Although Abby May, who was a member of the High School Committee, proposed the separate girls' department in connection with the Latin School, the School Committee, after five hearings, made the final decision that a separate girls' Latin school to be established. The women of the Society welcomed the School Committee's decision and maintained, in contradiction to its original petition, that the Society originally "petitioned that the same course of instruction be offered to girls as was offered to boys" and the question of coeducation was one of "the many side issues." On the one hand they desired, as Warren advocated, "a fair chance for girls" and therefore the Boston Latin was an ideal place. On the other hand, they wished to secure their daughters preparatory education at the earliest convenience. They were also uncertain about their coming into the limelight in the controversy. They had to find victory in defeat. The principal primary sources used in this study are archival materials located at the libraries and archives in Boston area, which are untapped in the previous studies.
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