A major feature of education during the 19th century was the increased involvement of states in education. State-sponsored education gradually replaced the private arrangements for education of the preceding centuries. ... Religious groups had their reservations about a state-influenced curriculum
From the mid-17th century to the closing years of the 18th century, new social, economic, and intellectual forces steadily quickened—forces that in the late 18th and the 19th centuries would weaken and, in many cases, end the old aristocratic absolutism. The European expansion to new worlds overseas had stimulated commercial rivalry. The new trade had increased national wealth and encouraged a sharp rise in the numbers and influence of the middle classes. These social and economic transformations—joined with technological changes involving the steam engine and the factory system—together produced industrialism, urbanization, and the beginnings of mass labour. At the same time, intellectuals and philosophers were assaulting economic abuses, old unjust privileges, misgovernment, and intolerance. Their ideas, which carried a new emphasis on the worth of the individual—the citizen rather than the subject—helped to inspire political revolutions, sometimes successful, sometimes unsuccessful. But, more importantly, they worked to make it impossible for any government—even the most reactionary—to disregard for long the welfare of common people. Finally, there was a widespread psychological change: people’s confidence in their power to use resources, master nature, and structure their own future was heightened beyond anything known before, and this confidence on a national scale—in the form of nationalism—moved all groups to struggle for the freedom to direct their own affairs.
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A major feature of education during the 19th century was the increased involvement of states in education. State-sponsored education gradually replaced the private arrangements for education of the preceding centuries. ... Religious groups had their reservations about a state-influenced curriculum
Answer:
From the mid-17th century to the closing years of the 18th century, new social, economic, and intellectual forces steadily quickened—forces that in the late 18th and the 19th centuries would weaken and, in many cases, end the old aristocratic absolutism. The European expansion to new worlds overseas had stimulated commercial rivalry. The new trade had increased national wealth and encouraged a sharp rise in the numbers and influence of the middle classes. These social and economic transformations—joined with technological changes involving the steam engine and the factory system—together produced industrialism, urbanization, and the beginnings of mass labour. At the same time, intellectuals and philosophers were assaulting economic abuses, old unjust privileges, misgovernment, and intolerance. Their ideas, which carried a new emphasis on the worth of the individual—the citizen rather than the subject—helped to inspire political revolutions, sometimes successful, sometimes unsuccessful. But, more importantly, they worked to make it impossible for any government—even the most reactionary—to disregard for long the welfare of common people. Finally, there was a widespread psychological change: people’s confidence in their power to use resources, master nature, and structure their own future was heightened beyond anything known before, and this confidence on a national scale—in the form of nationalism—moved all groups to struggle for the freedom to direct their own affairs.
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