ABSTRACT

This chapter attempts to demonstrate the social and institutional factors that shaped science education for girls at this time, and that had important implications for subsequent developments. In the 1860s, education for girls other than those of the ‘industrial classes’ looked little different from that available in the early 1800s. Where it found its place in such an education, science was taught as an accomplishment like any other skill. In the 1860s, science teaching of a sort was an established part of the main school curriculum in both school. From the beginning of the 1870s, new schools for girls of the middle classes opened in fairly rapid succession. Many of these were under the auspices of the Girls’ Public Day School Company, which was formed in 1872. Thirty-eight GPDSC schools were founded between 1887 and 1901.