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Education in the elizabethan golden age
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In Elizabethan times, education was not available to the public like it is now today. The rate of literacy back then increased, and one fifth of the population could write their name. The meaning of “public” back then meant that children were not taught at home. The meaning of public has changed throughout the years, and interpretation of the experience of being at school. Unprosperous families back then did not have the money to send their children to school, and consequently the juvenile had to work to support their family. Rich children received England’s top scholar tutors to teach them at home, which were very expensive. There was an increasing opportunity for children in the middle classes to get an education.
If were to be lucky to go to school, the first school children would attend would be a petty school, also known as a dame school that were run by an educated local woman, but the teachers had no specific training. Boys and even some girls ages five to seven would go there, and were give instruction on how to be good Christians, have proper behavior such as table manners. School would begin at six or seven in the morning and end at sundown. They were to be
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The Elizabethan time was a time for growth for the middle class to get an education. Never ever before this time more middle class boys have been educated at a university, also the sons of craftsmen were able to go to university with a scholarship. Understudies at the colleges concentrated on in a few zones: liberal arts, which included sentence structure, rationale (the science that arrangements with the standards of thinking), music, space science (the logical investigation of the stars, planets, and other divine bodies), and math; human expressions, comprising of reasoning, talk, and verse; regular history (the investigation of nature); religion; medicine; and
The Elizabethan Era was a Golden Age for the English people during the late 1500s and early 1600s. This time period is referred to as the English Renaissance because new ideas were introduced to Elizabethan daily life. People enjoyed learning; they enjoyed art, culture, music, and food. The people also enjoyed celebrating many customs and festivals. These celebrations became a major part of daily life, and there were many customs to celebrate.
The Elizabethans had a very static and structured social caste system. From rocks to angels and God the Elizabethans in England had a place for them. As seen in the illustration the stairs represent different social classes. At the very top are the spiritual beings of course, because the English in this time period valued religion over all else. In the article the author saw that Shakespearean people had a very organized way to put all objects. First they put spiritual beings with God at the top and human souls at the bottom. After that was living organisms such as humans and plants which is where most attention was payed. From the reading passage it can be seen that as your rank in society increases you start to develop certain characteristics so a king may have some characteristics a peasant doesn’t and therefore is placed on a
Like most young men in this time he attended private schools and was provided with the ...
Education did not form part of the life of women before the Revolutionary War and therefore, considered irrelevant. Women’s education did not extend beyond that of what they learned from their mothers growing up. This was especially true for underprivileged women who had only acquired skills pertaining to domesticity unlike elite white women during that time that in addition to having acquired domestic skills they learned to read a result becoming literate. However, once the Revolutionary War ended women as well as men recognized the great need for women to obtain a greater education. Nonetheless, their views in regards to this subject differed greatly in that while some women including men believed the sole purpose of educating women was in order to better fulfil their roles and duties as wives and mothers others believed the purpose of education for women was for them “to move beyond the household field.” The essays of Benjamin Rush and Judith Sargent Murray provide two different points of view with respects to the necessity for women to be well educated in post-revolutionary America.
Today, students attend school in large brick buildings with several classrooms and many highly trained and specially licensed teachers, learning a wide variety of subjects. They are required by law to attend from kindergarten to twelfth grade, riding on school buses, walking short distances, or taking a parent’s car back and forth every day. Compared to those of today, schools in the 1800s were vastly different in many ways. School buildings, laws and policies regarding education, transportation, subjects taught, school supplies, and teacher license requirements have all changed in the past two centuries.
Education in the colonial era was highly dependent on the financial prosperity of individual families. Most could not afford to send their children to school, however wealthier families could afford to send their daughters to primary school to learn basic skills including the alphabet, reading, writing, and womanly chores such as sewing and knitting. Boys had the opportunity to further their education past the basics; however, young girls often were not granted this privilege. Women possessing higher education were often considered unusual. This was detrimental to their likelihood of finding a suitable husband.
The intellectual culture expressed in literature and education was for the Americans to receive the basic reading level skills. In 1647 Massachusetts established a law, which required each town to support a public school. Others who did not support public schools, had church schools and “dame”, or private classes in the instructor’s house. Even though this does not sound familiar, people of the white race were the only ones to receive education, especially white males. Men had a higher degree of literacy than females, but Americans had a higher rate of literacy than most European
The Elizabethan era was an era of art above all else. Elegance reflected in all areas of the peoples’ lives. From the entertainment and language to the churches and castles, beauty shone bright. There were many vents for artistic creativity during the Elizabethan era; countless instruments, painting, books, playwright, and last but not by any stretch the least, architecture. Elizabethan architecture has a vast amount of variety and personality, the buildings reflected the pride of both the inhabitants and the builders.
Gender, social status, and the region in which a child lived determined how much schooling a child would receive and where and how they would get it. Children of the upper class were either taught in private schools or by a tutor. They were taught reading, writing, prayers, and simple math ("Education") . They were taught using repetition from the Bible, a religion-based reading supplement called a primer, and/or a paddle-shaped (also religious) horn book ("Schooling"). The upper-class boys were taught more advanced academic subjects, and may have been sent to boarding school in England or another state. The girls were taught to assume the duties of a wife and mother and obtained basic knowledge so they could read the Bible and record expenses ("Education"). While the south had very few laws for education because of its population, the middle and northern colonies (and then states) had established guidelines for their citizens. Pennsylvania's Law of 1683 set a monetary penalty for any parent whose children could not read and write by age twelve, and who were not taught a useful trade. By 1642 the northern colonies had already mandated a public education or apprenticeship for children, one grammar school for towns with more that one-hundred families, and an elementary school for towns with more than fifty.
Peter Zilahy once said,” You have to make choices even when there is nothing to choose from.” This quote vastly reflects the life of Elizabethan women for many reasons. The main reasons for this includes: life determinations- education , career , even the food on the table, was controlled by one thing, Wealth! Wealth controlled an immense part of people’s lives. Additionally, there were even fashion laws controlled by wealth. Furthermore, women’s rights were highly restricted during this era. Women did not live the same during this time.
People were taught to understand and judge the writings of others. Courtiers, aristocrats and nobles were able to write poetry and text. By being well educated, having good penmanship, knowing how to ride, play, dance, sing, and dress well, men of high status gained respect and reputation. These skills also helped attain preference and support among princes. Nevertheless, the school system did not teach youth how to behave in daily life situations. They spent too much time on Grammar, Rhetoric, and Logic. Those studies that were realistic, enlightened men's minds, and prepared them for life, were reserved for the Universities. Therefore, students had a slight understanding of the meaning and the true use of knowledge. They were only able to write Latin, which no one of judgement would want to read, and when they went to universities, they wasted their friends' money and their own time. Afterwards, they would return home again, as unsophisticated and uneducated as they were before.
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
Also more universities were going to be born in many parts of Europe such as France and Italy “from the 13th to the 15th century, a number of universities in Italy originated from migrations of students; others were established by papal or other charters” (Meyer, “Education: Europe in the Middle Ages”) but also in England, universities were going to be established. The earliest university that was built in Europe is Oxford, after Oxford, the University of Cambridge was established. These universities would provide education to both, rich and poor students, and they would also offer more degrees and majors for all the young men that were going to study. At this time, women were not permitted, only men. It is said that courses could occasionally be difficult. The courses in theology were particularly long, so students preferred the more rapid and lucrative paths of law and medicine” (Meyer, “Education: Europe in the Middle Ages”) but since, they could major in more than one subject, young men who attended university and finished their masters, would not only serve in the clergy or in the church, but they would also work for the government and privately. Many found freedom and financial success after universities were established, so this was a positive event at this time, even though it was beneficial for men only during those
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).
Starkey, M. (2009) What is a University? Explaining the Rise of Universities in Medieval Europe, an Education Studies essay, 9th March, School of Education, University of Northampton, online at: