A comparative study of the Brearley School and Wadleigh High School in early 20th century New York City

Abstract

This paper offers comparative analysis of mathematics education for girls in two New York City schools during the time from 1890 to 1920, known as the Progressive Era in the United States. During this time, secondary education transitioned from being mostly accessible through private and religious institutions to becoming widely available through public high schools. This expansion led to an unprecedented increase in enrollment and brought several challenges, including the need to adapt curricula to meet the diverse needs of students. Concurrently, changes in labor market demands, particularly in urban areas, underscored the varying educational objectives for girls and boys, driven by the belief that they would have distinct career paths upon graduation. As a result, many educators and policymakers viewed curriculum differentiation as a necessary tool to accommodate students from varied backgrounds. Curriculum differentiation enabled students to choose classes they considered essential, a trend particularly prominent in public schools. In contrast, private schools continued to enroll students who planned to pursue further education after graduation, and therefore, these schools had to maintain their curricular rigor. Wadleigh Public School and Brearley Private School, both girls-only institutions, provide a snapshot of this complexity by highlighting how distinct goals in mathematics education coexisted within the same city at the same time. This paper explores the strengths and challenges faced by both schools, focusing on the purpose of mathematics education, curricular differentiation, and demographic factors affecting girls' enrollment in mathematics classes.