Apron
School Days Museum
Tous droits réservés.
| Nom de l'objet : | Apron |
| Discipline : | social history/domestic science |
| Matériaux : | cotton |
| Numéro d'accession : | 95.19.20 |
| Description : | 96cm from shoulder to hem |
| Commentaires : | Domestic Science is associated with girls and young women. In fact, the education of girls and women was often thought of as separate and different from the education of boys and men. The education of girls was deemed as especially important due to the feminine influence women wielded in the home and in society in general. When wielded by "virtuous and intelligent women" this influence could lead to general improvements and social reform. When in the hands of the "unprincipled and ignorant" this influence could almost certainly lead to ruin. Such women, for instance, could lead men to financial destruction, or produce frivolous daughters who might charm their parents into allowing activities that might not be entirely proper. With that in mind, proper education was critical: Education in its true sense, I take to be, that amount and direction of culture addressed to the intellect and heart which shall develop into fair proportions the t'mest talents and most generous impulses of the individual, which shall weed out evil inclinations and prune away rank luxuriance, which shall curb the extravagance of imagination and nurse into blossom the buds of native genius. Proper education, however, might yet be defined by the young woman under instruction. Depending upon her social class and the expectations of her parents, a young lady might expect one of three benefits from her education. This working class girl could emerge "useful," equipped with a trade or skill that would provide a livelihood. The wealthy girl might emerge "ornamental", a skilled dancer who fit beautifUlly into her beautiful surroundings. Another sort of girl- perhaps one raised without a mother-might emerge "intellectual", the sad result of a father pushing her into a boy's education. Each of these presented its problems. The useful girl and the ornamental girl could deal only with their immediate worlds. The first was devoted to the fundamental mailers of survival, while the second was obsessed only with her tine possessions. The first young lady might run a well- managed household and the second a well- decorated one, but neither would be concerned with nurturing the tenants of the home or with opening her mind to something beyond her immediate concerns. "Have we not minds to improve and tastes to cultivate?" TEACHER TRAINING IN NEW BRUNSWICK 1847 government act provides first Training and Model Schools 1848 first training school opens, Fredericton; D'Avray is principal 1849 Martha Hamm Lewis, first female student 1877 school moves from former soldiers' barracks to new quarters, Queen and York 1878 first Francophone students attend classes 1900 manual training introduced 1914 annex is built 1929 annex is only portion to survive fire; school rebuilt 1931 1938 rural practice teaching begins 1947 name changed to Teachers College 1964 training moves to UNB campus 1968 Ecole Normale opens in Moncton 1972 training becomes a four-year university degree program |
| Fonctions : | A project required by the girls at PNS to complete, no info in accession sheets |
| Établissement : |
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| Ville de l'établissement : | Fredericton |
| Province de l'établissement : | New Brunswick |
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