Historical Studies in Education / Revue d'histoire de l'éducation
Fall / automne 2011
Articles

Textbooks and School Identity: The Content and Use of History Textbooks in Dutch Classical and Modern Education, 1863–1917

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  • Hilda T.A. Amsing
Hilda T.A. Amsing
University of Groningen
Bio
DOI: https://doi.org/10.32316/hse/rhe.v23i2.2413
Published November 2, 2011
Keywords
  • secondary education,
  • gymnasium,
  • history education,
  • educational ideals,
  • textbooks,
  • examination
    • ...More
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How to Cite
Amsing, Hilda T.A. 2011. “Textbooks and School Identity: The Content and Use of History Textbooks in Dutch Classical and Modern Education, 1863–1917”. Historical Studies in Education / Revue d’histoire De l’éducation 23 (2). https://doi.org/10.32316/hse/rhe.v23i2.2413.
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Abstract

This article wonders if and how the different educational identities of the classical gymnasium and the modern HBS were reflected in the textbooks used for teaching history. From the intentions of publishers, the use of books by schools, and the content of the books, it appears that in the context of shifting boundaries, the differences between HBS and gymnasium had become permeable. Differences were found in respect to stylistic devices. This show that the varying notions of citizenship nevertheless seemed to have found their way into schools and it reveals the power of examinations.
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