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Introduction

Plato's academy, a mosaic from Pompeii

A school is both the educational institution and building designed to provide learning spaces and learning environments for the teaching of students under the direction of teachers. Most countries have systems of formal education, which is sometimes compulsory. In these systems, students progress through a series of schools that can be built and operated by both government and private organization. The names for these schools vary by country (discussed in the Regional terms section below) but generally include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught is commonly called a university college or university.

In addition to these core schools, students in a given country may also attend schools before and after primary (elementary in the U.S.) and secondary (middle school in the U.S.) education. Kindergarten or preschool provide some schooling to very young children (typically ages 3–5). University, vocational school, college or seminary may be available after secondary school. A school may be dedicated to one particular field, such as a school of economics or dance. Alternative schools may provide nontraditional curriculum and methods. (Full article...)

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Compulsory Miseducation is a critique of American public schools written by Paul Goodman and published by Horizon Press in 1964. Already established as a social critic of American society and the role of its youth in his previous book Growing Up Absurd (1960), Goodman argues in Compulsory Miseducation against the necessity of schools for the socialization of youth and recommends their abolition. He suggests that formal education lasts too long, teaches the wrong social class values, and increasingly damages students over time. Goodman writes that the school reflects the misguided and insincere values of its society and thus school reformers should focus on these values before schools. He proposes a variety of alternatives to school including no school, the city or farm as school, apprenticeships, guided travel, and youth organizations. Reviewers complimented Goodman's style and noted his deliberate contrarianism, but were split on the feasibility of his proposals. Goodman's book was a precursor to the work of deschooling advocate Ivan Illich. (Full article...)
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Eton College
Eton College
Credit: Herry Lawford

Eton College, also known simply as Eton, is a British independent school for boys, founded in 1440 by King Henry VI. It is located in Eton, near Windsor in England, and is one of the original nine English "public schools" as defined by the Public Schools Act 1868. The school has a long list of distinguished former pupils, including eighteen former British Prime Ministers. Traditionally, Eton has been referred to as "the chief nurse of England's statesmen", and is often described as the most famous public school in the world.

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Zdeňka Wiedermannová-Motyčková (17 April 1868 – 16 October 1915) was a Moravian teacher, journal editor, and women's rights activist. Born into a family of progressive educators, she studied to become a teacher, graduating in 1886. Her Catholic education led her to more conservative values than her family's, but after teaching for several years, she began to recognize the disparities between women and men teachers, as well as those of their students. By 1898, she was publicly calling for equal pay for equal work and campaigning for equal education for boys and girls. In 1902, Wiedermannová founded and became chair of the Moravian Teachers Union, whose focus was to professionalize teaching standards. The following year, she opened a Girls' Academy in Brno, hoping later to include secondary education there. As the Austro-Hungarian Empire provided little funding for girls' education, she held lectures to provide for the operating costs of the academy. Finally in 1908, she successfully established the first girls' secondary school in Moravia.

That year, Wiedermannová founded and became the editor for Ženská revue (Women's Review), a magazine publishing articles on developments in the international women's movement. Also in 1908, she began an informal marriage with fellow teacher Vincenc Motyčka. As he was Catholic and unable to divorce his first wife, the two were not able to formalize their union, but she added his surname to her own. In 1909, she retired as a teacher to focus on activism. She became one of the most visible Czech feminists, presenting over a hundred lectures during her career. She founded numerous women's associations and in 1910 was instrumental in the creation of a regional umbrella organization, the Progressive Organization of Women in Moravia, actively committed to women's suffrage and the integration of women into all segments of public life. (Full article...)

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