University Coeducation in the Victorian Era: Inclusion in by Christine D. Myers (auth.)
By Christine D. Myers (auth.)
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Extra info for University Coeducation in the Victorian Era: Inclusion in the United States and the United Kingdom
Sample text
Codes of “chivalrous” behavior, which persisted into the nineteenth and twentieth centuries, meant that men had to show an amount of respect to their new female counterparts, whether they wanted to or not. An historian of the University of Wisconsin, J. F. A. Pyre, noted, “The difficulties of student discipline were rather mitigated than increased by coeducation. . ”37 Pyre was not the Victorian Views of Coeducation 35 only commentator who was impressed with the “civilizing” effect the introduction of women had on the male student body and their overall behavior.
For the concept of Republican Motherhood to reach fruition, it was not enough to educate girls and women. It was also necessary for them to get married so that they could pass their knowledge on to subsequent generations. The historian W. ”27 The first half of this comment indicates more thought on the part of those who pushed for women’s acceptance to schools and universities. They knew that by educating women, they were also educating future generations. In this way, women’s traditional role was being reinforced and simultaneously strengthened by greater experience and further academic training.
The titles include Aberystwyth College; University College Aberystwyth or Aberystwyth University College; the National University of Wales, Aberystwyth; the University College of South Wales, Aberystwyth; and the University College of Wales at Aberystwyth. 155 Each of these name changes indicates a change in the organizational structure of university education in Wales. 156 As both these institutions admitted women from their founding, they do not meet the criteria for discussion in this book, but the new options for women in Wales who wished to pursue higher education are still important to keep in mind.