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Effects of social economic status on education
Education and social class inequality
Effects of social economic status on education
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Uneducated Gentlemen: The Leaders and Businessmen of the Victorian Era Changing Intentions of Public Education The public education system in Victorian England was originally intended for the education of the poorer working classes, and the training of clergy (Landow, par. 2). The children of the upper classes were often educated at home by private tutors, and therefore it was assumed the public schools would be a place for members of the lower classes. Despite the original intentions of public education, the schools eventually became a primary means of helping to elevate the status of the middle classes. In fact, rather than being primarily concerned with the imparting of knowledge, “the whole educational process was designed to mold …show more content…
15). Before attending further education at Oxford or Cambridge education focused greatly on the classics of Ancient Greece and Rome. Students could then go on to possibly learn mathematics, law, philosophy, and modern history. Still the education was lacking as knowledge, “took second place to the maintenance of a rigid division between the classes” (Hobsbawm qtd. in Landow, par. 4). The result of a poor education meant that while children were developed into gentlemen, they were unprepared for the, “economic, political, and technological challenges facing contemporary England” (Landow, par. 2). Despite this fact, those who attended these schools were still often the ones to go on to become members of Parliament and government officials (“Victorian England,” par. …show more content…
1). With such connections between England and the rest of the world, as well as the advent of Industrialization, would the middle class have not needed a more developed education than simply learning how to become gentlemen? In fact, Eric Hobsbawm claims that the British, “entered the twentieth century and the age of modern science and technology as a spectacularly ill-educated people” (qtd. in Landow, par. 4). The reason attending a public school was still beneficial was because of the social connections established while attending school (Loftus, par. 3). There are many examples of men who were able to succeed in the business world because of the connections they made while attending school. Beau Brummel (http://antonio.iies.es/brummel.htm ) and James Nasmyth (http://www.pioneers.historians.co.uk/nasmyth.html) are two examples (Loftus, par.
Waites B.A. "The Effect of the First World War on Class and Status in England, 1910-20," Journal of Contemporary History, Vol. 11, No. 1. (Jan., 1976), pg. 34.
In the early 1900s, many business leaders were responsible for bringing about the sudden economic prosperity in the United States, using their knowledge, and business techniques. Due to their actions and business methods, it’s obvious the leaders of big business were Robber Barons in the early 1900s. They used cutthroat practices in order to succeed, and they didn’t give workers the rights they deserved.
The Gilded Age marked a period of industrial growth in America. Mark Twain termed the period of 1865 to 1896 as the “Gilded Age” to {indicate} the widespread corruption lying underneath the glittering surface of the era. Known as either “captains of industry” or “robber barons,” several prominent figures shaped this time period; these capitalists gained great wealth and success with their industries. Corrupt and greedy are two words associated with the term “robber barons,” which referred to the capitalists who acquired their great wealth in less than admirable and ethical ways. On the other hand, many referred to the capitalists as the “captains of industry” that were celebrated as admirable philanthropists; their way of acquiring extreme
One Victorian sentiment was that a civilized individual could be determined by her/his appearance. This notion was readily adopted by the upper classes and, among other things, helped shape their views of the lower classes, who certainly appeared inferior to them. In regards to social mobility, members of the upper classes may have (through personal tragedy or loss) often moved to a lower-class status, but rarely did one see an individual move up from the abysmal lower class. Although poverty could be found almost anywhere in Victorian London (one could walk along a street of an affluent neighborhood, turn the corner, and find oneself in an area of depravity and decay), most upper-class Londoners, who tended to dwell in the West End, associated the East End with the lower class.
The Victorian Era was under the Anglican Church. England was very religious, that they go to church twice every Sunday, and read the Bible. Religion was behind everything; they viewed the Bible as their foundation of moral behavior. They also believed that if all accepted “religion”, the morality would end the crime and poverty. Furthermore, Victorian education mostly focused on Religion
The Education system of England and Wales underwent a number of important changes since 1944. This essay seeks to concentrate on these major changes describing the rationale and impact they had on the British education system.
As the middle class began to further divide, those who grew in wealth became known as a banking/industrial class. Along with their sudden economic prosperity there came a desire for social transformation- an aspiration for new aristocracy. They carried their traditional middle class values into prominence with their accumulation of wealth. They sought to achieve a merit oriented Society rather than social climbing, for their children's sake, into the existing one based solely on birth. This hindered the new class from ever attaining Aristocratic Social acceptance for their new wealth and deemed them the nouveaux riche. Despite obvious disapproval from the Aristocracy the nouveaux riche continued their economic ascent through "personal contact [which] was a crucial element in filling posts" (Loftus 5). This dependence upon others for mounting economic standing was contrary to the middle class value of independence. This industrial class was forced to rely upon the connections, potentially aristocratic, in order to succeed. Loftus explains that middle-class values were carved out in these attempts to define a society based on merit rather than aristocratic privilege. However, the importance of cultural capital and social networks to success in the period implies that the rise of the middle-classes in the Victorian period saw the replacement of one set of privileges with another (Loftus 4). However the Nouveaux Riche failed to fully assimilate into aristocratic society due to lack of pedigree.
With the power of wealth and concentration of industry, the tremendous development in machinery, and power to drive machinery; with the improvement of the tools of labor, so that they are wonderfully tremendous machines, and with these all on the one hand; with labor, the workers, performing a given part of the whole product, probably an infinitesimal part, doing the thing a thousand or thousands of times over and over again in a day-labor divided and subdivided and specialized, so that a working man is but a mere cog in the great industrial modern plant; his individuality lost, alienated from the tools of labor; with concentration of wealth, concentration of industry, I wonder whether any of us can imagine what would be the actual condition of the working people of our country to-day without their organizations to protect them.
The Victorian Era lasted from (1837-1901), this era would drastically change society into the modern way of life. Throughout the era, came change within medicine, industry, science, cultural life and social manners. With the help of key characters we are able to see how a man should act in the era with different aspects. In the novel "The Strange Case of Dr. Jekyll and Mr. Hyde" by Robert Louis Stevenson, he is able to give us an insight of the Victorian lifestyle with the help of Dr. Jekyll, Mr. Hyde, Mr. Utterson, and Mr. Enfield each one representing a different norm.
As a result of the shift of power and the new role undertaken by human labor, education became increasingly important. A privilege once reserved for the upper class, education was afforded to the working class in an effort to improve industrial efficiency. ...
lives in laboring, and learned when they reached adulthood. This was a method of placing people in positions. The present schooling structure of society still follows Jefferson’s plan. Education is seen as a means of enhancing wealth and morals. The objective of stabilizing an unequal society, worked on the discussions of schooling. It pointed out the factors of an unequal contest of social authority, and social just of education in the U.S. The biggest point laying out education path for children was depended on the socioeconomic backgrounds. The poor had a lower probability of attending elite institution as of the wealthy class. This conclusion was based on statistical evidence. The process of stabilizing an unequal society is much more difficult to achieve. Increasing opportunity is much more easier to attain, therefore opportunity has been practiced more.
The Victorian school systems are different from the current system. The main people to attend school then were the boys. Most poor children did not go to day school, and by 1831, 1,250,000 children went to lessons at the day school. (“Education”) “Children were taught from a very early age, that the most important things in life were duty and religion; and it was generally felt by all thoughtful people that to spoil a child unduly, or withhold punishment when it was needed, was not only weak-minded but definitely wrong.” (Quennell 142) Sally Mitchell says, “The first early school systems only took place on Sundays from 9:00A.M. To 12:30P.M., then it would resume at 2:00P.M. To 4:30P.M. (175). These Sunday schools were often called “Ragged schools”, because the children would come dressed in tatters. Boys were taught how to read, write, and arithmetic’s. Teachers at these schools would mainly use the Bible to teach the kids how to read. (“Education”) Some schools were free, while others were highly priced, and only affordable by the rich. Quennell says “Boys usually went to day-or-boarding schools as soon as they were old enough for serious lessons, or went to some country rector who took a few pupils in his own home. School life was then considerably harder than it was today.” (144). although most of the Victorian schools children life was rather dull, the bright light was playtime. Children would play with a variety of to...
Education is identified as a major canon of Victorian Times. Although education was used for primarily religious purposes and for the rich, as it was for decades prior; during Victorian Times, elements have modernized. However, based on a person’s socioeconomic status, their education was varied. Because of this, throughout the nineteenth and twentieth centuries, education has become a major aspect of reform. These reforms became the bases of our educational rules and laws today and have contributed to modern educational teachings. Education and its components during the Victorian Era has lead to changes that still impacts today’s education system.
Nothing mattered back in Victorian Britain, except money and wealth. No one mattered unless you had money and if you didn’t bless your hard working soul, because if you didn’t have enough money to support yourself or family you were already dead. Unfortunately kids worked far faster than adults and most parents didn’t make the kind of money to send their children off to school so the rich factory owners seized the opportunity and tricked many children into working for free and they kept doing it. Education was difficult for most children to get because of the fact that most families could not afford it. During this time if you could afford to go to school they still had lots of rules and high standards, and if they were not followed then
Before the 1840’s the education system was only available to wealthy people. Individuals such as Horace Mann from Massachusetts and Henry Barnard in Connecticut believed that schooling for everybody would help individuals become productive citizens in society. Through their efforts, free public education at the elementary level become assessable for all children in American by late 19th century. By 1918 all states passed laws that required children to attend elementary school. The Catholics were against this law, so they created their own private schools. In 1925 the Supreme Court passed a law that allowed children to attend private school rather than public school (Watson, 2008).