Art Education in a Manly Environment: Educating the Sons of the Establishment in a 19th Century Boys' School
Bibliographic record
Abstract
There has been a widespread assumption in education “that male school-leavers were destined for the factory floor, the board room or the professions” (Griffin & Lees, 1997, p.5). To date more histories of 19th century art education have focused on those “destined for the factory floor” than on those who would join the Establishment. In contrast, this historical case study documents and comments upon art and design education in an élite school that prepared boys for the board room and the professions where there was, at times, an uneasy relationship between artistic pursuits and the construction of dominant forms of upper-class masculinity. Architecture, surveying, and later in the century, art appreciation and photography, found their places in the hegemonic masculinities that permeated both “official” and “hidden” curricula; whereas “ornamental drawing” was often seen as too feminine and contaminating, and “industrial” art education was reserved for those boys who were not in the classical stream. Consequently, in an élite all-boys' school, which sought to empower [students] through the curriculum, some forms of art were shunted to the sidelines, where, as in the 1850s, the arts were tacitly used, by some parents who paid an additional fee, to “tame” and “civilize” those who would enter the Establishment.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".