Abstract
Since the late 1960s, the study of school attendance in the nineteenth century has been one of the most vigorous research interests of social historians in the field of educational history. One line of research has investigated the growth of the institution of schools, the “rise of mass schooling,” using enrollment rates as a key indicator (Field, 1976, 1979, 1980; Fishlow, 1966; Kaestle and Vinovskis, 1974). Another line has been more interested in the social distribution of schooling, exploring how rates of attendance differed across time and across such social divisions as age, gender, race, class, religion, and ethnicity (Denton and George, 1974; Kaestle and Vinovskis, 1980; Katz, 1972, 1975; Katz and Davey, 1978; Soltow and Stevens, 1981; Thernstrom, 1964; Troen, 1973; Vinyard, 1972).
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