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How wealth affects education
Features of medieval education
Features of medieval education
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Schools and Education in the 1500’s-1600’s Education in the era of the 1500’s to the 1600’s was quite different. If you weren’t rich most likely you didn’t attend school. Schools were first started with boys in mind because they were needed to help with church services. The boys were taught grammar and song so they could sing in the choirs at church. Most children in the middle class were taught Latin, philosophy, and sometimes law. The poor people could not afford to send their children to school. The cost was too much so they did not get an education. Sometimes churches offered schooling and the poor children could attend. Being allowed an education was how people knew you were rich and wealthy. School days consisted of children going to nursery school for sometimes maybe three years then they would advance to grammar school. School began really early at six o’clock in the morning and the children studied all morning until around eleven o’clock when the children were given a lunch break. The afternoon classes or lessons started back up at one o’clock and lasted until five o’clock in the afternoon. School days were very long and you went to school six days a week. The only day off you had was Sunday. The children had two holidays throughout the entire …show more content…
How to speak Latin and the boys were sometimes taught law. They were taught how to behave at the dinner table too. You were also taught how to act in public. The children were taught how to speak properly as well. This was important to the wealthy parents as it showed their children had been to school and been educated, which showed they had money. Girl’s education was slightly different from the boys. Most girls were taught that they were to obey the males in the family and take care of women house work. The girls were taught dance and music along with the boys. This was another social skill that showed you were educated and had been to
The Antebellum period was a time of reform and improvement. After the War of 1812, America went through a period of westward expansion, patriotism and an economic emergence as a world power. Their new found power as a country inspired reformation. Abolitionists worked to end the institution of slavery through protests, rallies, and the formation of societies; women’s rights activists advocated in a similar way. Simultaneously, many Americans supported the government’s efforts to remove Native Americans from their own land. Americans during the Antebellum period were ambitious, but contradictory in their activism; while many activists fought for the rights of slaves and women, others sought to curtail rights of Native Americans.
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.
In reference to this Eliot states, “…the Indians offered all their children to us to be educated among us and instructed by us...” Eliot advocated for Indian children’s education particularly for the purpose of teaching them about sin, faith, and piety at a young age, values that defined Puritans’ faith. Eliot’s ideal of civilization through education was likely influenced from legislation passed by the Massachusetts General Court in 1642, which required parents to teach their children and servants literacy skills in order to be able to read the
Everyday life in the United States is very different today than it was in the 1700's. Life was harder and the settlers did not have nearly as many luxuries as society has today. Some aspects of the colonial times that were different then are today include family, employment, and social activities. Life in the United States in the 1700's was filled with hard work, cooperation, and dedication to one’s land and family.
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.
Young girls did not go to school. Middle and upper class girls leaned to read and write from a female tutor at home (Connolly, 35). Girls generally stayed at home until they were married, which was around the age of 15 (Ancient Civilizations, online). They helped their mother in the house and worked in the fields when they were needed (Exploring Ancient, online).
The social lives of people were greatly influenced by advancements in education during the Renaissance. More people then ever before were send to schools and educated. Schools for girls were built, and they were taught sewing, reading, writing, and dancing. Some of these schools even had teachers for singing and playing instruments. Upper class women were taught language, philosophy, theology and mathematics. But their education only prepared them for social life at home. Women lost political power, access to property and their role in shaping society.
Boys in Ancient Greece started school at the age of 7. Boys were educated to become good citizens and take part in Public life of city-states. They learned Reading, Writing, Dancing, and Singing. They were also taught Physical Education. They all worked
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
Schools in England are very old; schools have been founded since the Roman occupation of Britain, after Roman schools disappeared. New school was established in 597 by St Augustine. Viking invasions formed bad factor against schools in England. Schools rose again in spite of continued invasions (Gillard, 2011). Schools were expanded and developed during the period between 1100 and 1500, the English Renaissance positively contributed. Elizabethan I’s period (1558-1603) witnessed a revolution in education and school system. In the year 1800, and after, educational theories developed and schools took modern form. The schools are majority single sex schools (male schools) until the ninetieth century; female students start to enter these schools.
They learned about multiple things like math, grammar class, and they made pottery and signed it with the stamper’s name. Reading was probably the least important thing they make sure that you were a very good speaker before any other
In Athens there were two types of education that students were separated into depending if they were rich or poor, girl or boy. Formal education was provided by paid tutors in public schools and tended to be mainly for the boys in rich families but sometimes the poor. However, informal education was mainly for poor families and girls and was provided by unpaid teachers in non-public environments. Girls received little formal education and were only taught about being a mother while boys had formal education being taught a variety of different things as they were needed for the leadership of the states. All boys however were taught various subjects and had formal education but when the poor reached the age of 13 or 14 their formal education ended whereas the wealthier continued. Although, some poor children were unable to receive any education as their families would not have enough money to afford to send them to school so they stayed home to help with duties. The type of education that a student received was highly influenced by their social