A second key area of change occurred with the rise of liberalism. Many areas of government were identified at being able to benefit from less direct management style, allowing sub groups and departments to directly guide facets of administration, with the larger framework of governmentoperating at a distance?. Schools became one of the most important sites where this devolutionary reorganisation ofgovernment at a distance?, as will be discussed further in chapter 8, was to occur.
With these changes, a schools population would be shaped and governed in ways deemednecessary for the common good? and teachers were looked upon to provide the expertise and moral guidance to accomplish this government.
Meadmore suggests the third important change involved the concept of monitoring and surveillance as a means of discipline andmodifying conduct?, and the organisational changes within educational institutions that could best affect this. .
The discipline imposed by this subtle surveillance would become self-discipline, regulation and self-regulation with schools quickly modifying systems of organization to incorporate these techniques, quickly becoming customary for all classrooms.
Important to the success of this new disciplinary mechanism were the strategies of individual and differentiation, with students no longer treated aspart of a mob?, but ratherindividuated into specific rows, columns, classrooms and time periods? to facilitate this.
By individuating students, students can beknown intimately? and therefore, as discussed earlier, this knowledge allows them to be differentiated. Meadmore emphasises thatby differentiating students, they can be normalised, and a normalised population is a manageable population?.
An important acknowledgement is that this surveillance and management extends outside the primary and secondary classroom, into the playground and pre-schooling. Meadmore shows howchildren move between the playground and the classroom beneath the benevolent, but all-seeing, gaze of the teacher.