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The Spaces of the Schoolhouse and the City: Gender and Class in Boston Education, 1830–1832
- The Journal of the History of Childhood and Youth
- Johns Hopkins University Press
- Volume 7, Number 2, Spring 2014
- pp. 199-218
- 10.1353/hcy.2014.0021
- Article
- Additional Information
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In 1830, Boston’s school committee reorganized its schools to match its spatial imagination: an idealized spatial model that reflected the lives and social experiences of its elite members. To unify individual schools and regulate student sexuality, the committee created single-sex schools with one male master. To unify the overall system, the committee redistributed students by sex and adopted a hierarchical teaching staff commanded by the committee. However, the committee’s spatial imagination conflicted with physical buildings and geography, with the different spatial imagination of middle-class parents, and with the irreconcilability of individualized buildings and a unified system. The committee backtracked in 1832.