Medieval Vs. Medieval Education

The medieval woman was allowed a larger measure of freedom and status than the usual image we have of the Middle Ages. Women were allowed to own property and inherit from their family. Some women were employed and some were in charge of businesses. Among the upper class, women were as educated as their male counterparts.

Judith Sargent Murray’s On the Equality of the Sexes reveals the struggles women had in the 17th-18th centuries when it came to equal education opportunities. Women were expected to become people of domestication while men had many opportunities to expand their minds and be ambitious, and be leaders. Women were expected to focus on taking care of their family, not to have minds of their own. They wanted change.

She expected to teach them their manners and raise them with basic Christian morals in mind. Private schools were also set up such as the school set up by the More family. Education became very important to middle class people as they could now afford to educate their children with the excess money they had and the ease of access to books, but they did not need to hire a governess which was only for the very rich. In 1813 John Angell James set up his own ‘Sabbath schools’.

From the dawn of time, education has been the past's greatest utility in survival. Through learning, skills that have been passed down from the errors of others, communities were able to learn and grow with each other. Simple public education systems began to pop up to educate the youth and the curious, and ever since the first school systems began there has been room for improvement. The largest reforms of the educational system began at the beginning of the Industrial Revolution.

Education was very important in Ancient Rome. The rich people in Rome would put a lot of faith in education. Poor people in the contrary didn't receive

Instead you were to learn from your mother and eventually be a mother yourself. “It was rare for a girl to be admitted to a grammar school, and such an arrangement would only last from the age of 7 to 9 or thereabouts. However, there were also some specialized boarding schools for girls,” (Forgeng 1). Not going to school at a young age led to many of these women not being able to write their names or read (Kemp 45). Not only did women lack education they also weren’t considered independent individuals. Women were under control of men for most of their lives. Growing up they were ruled under their fathers and when they got married they were subject to their husbands or their employers if they worked (Forgeng 2). They were only legally an independent individual if their husband passed away and they were a widow (Forgeng 18). When it came to religion though, women were seen inferior to men (Marvel 32). Not only education and how women were seen effected the culture of Shakespearean time their jobs did

During the mid to mid-late late 1700’s, (1760-1780) it was common for wealthy families to hire a tutor (always male) to teach their children English. Alternatively, some boys went to ‘grammar school’, which taught an assortment of topics, like mathematics, grammar, religion, history, and even foreign languages. Young girls were almost never sent to school, and were usually only instructed on things that had to do with managing a household. Most education was centered upon religion, and when history was taught, it was often through religious context. When children were learning to read and write, it was often done by copying and reading from the bible. It also helped that most

During this time the need for schools and education was recognized and the need for moral education was high on the list of priorities. Children could be taught from 5, but of course this would depend on their family’s economic status and also whether they were male or female as boys were given priority. Girls were often sent to convents and either stayed until their family had raised enough money for a dowry or stayed on and went into the sisterhood.

Education of women in America has changed immensely. Between colonial times and the present day, women have made great strides in education. In colonial times, education for most women was limited to reading the bible. Since then, women have earned equality in primary and secondary education as well as college. This process has been aided by the enacting laws and through decisions of the courts. This has led to the equal opportunity that women enjoy today.

The education of women in Medieval Europe is hard pinpoint primarily because the view of the education of young girls and adult women were that they were intellectually inferior to men as well as naturally. It was believed that they could not learn anything but the basic things that could make them a better wife or nun; these thoughts regarding their intellectual abilities usually came from science and the Bible. Noble woman were usually educated and their literary works were protected from criticism because of their status. Some queens like Margaret of Navarre and Catherine Parr did write poems and meditations. A good deal about a women’s education can be deduced from the didactic works addressed to them throughout the Middle Ages, especially from the early 13th century onwards stated by (Power, 1975). The education of woman was mainly vocational meaning usually the nuns were the most educated but there were other ways for women to acquire education. One way was schools set up by nunneries which mainly taught women most of higher status secondly, you could be sent to the home of great ladies where you could `learn breeding or you could go the local elementary schools for girls and lastly by apprenticeships.

In Jane Austen’s day, there was no state-organised education system. There were church-run day schools in the best of cases for the lower class, but the genteel children of Austen’s novels were given lessons at home by their parents or by tutors, or they were boarders or in local schools to which girls were not admitted. Parents had the choice for their children’s education and upbringing, but the choice depended mainly on their financial resources. Women were not allowed to attend public schools and since they did not usually make a career (the exception being if they were obliged because of their financial situation to become a governess), parents (and society) saw no need for them to receive higher education. “Female education” referred to women receiving a practical (and religious) training for their future domestic roles. Domestic training would be sewing or needlework,

During the time of the Middle Ages, life as a citizen saw little to no change. With the feudal system in place, people were born into different social classes like Lords, Knights, and Serfs. However, it was extremely difficult, if not impossible, to move up in one’s class. Once someone was born into a specific role in society, people believed that it was his or her fate to remain in that class. Also, society was not progressing. One example of this can be seen in the Black Death. This “Black Death,” or, “Bubonic Plague,” killed off nearly one third of the entire population. Civilians were stunned, and did not know why this event occurred, or how to solve the problem. Nobody could figure out how to stop the disease, because no medical advancements were taking place, and people were uneducated. Education in the Middle Ages was not available to everyone, so many people were illiterate, causing society’s growth to pause. It became clear that people needed to change their mindset in order for their lives to be better. This change came in the Renaissance time period, where a significant growth in many areas of life occurred. The positive growth was so impactful that P.J. O’Rourke, an American political journalist once said, “Not much was really invented during the Renaissance, if you don't count modern civilization.” People today look back on the Renaissance, and embrace how it is considered as a rebirth period. The Renaissance was a turning point for intellectual

In America’s history, the structure of colonial education was different between gender, race and classes. Young, white men had more educational opportunities than any other group of people during the 18th century. The early education was seen as the responsibility of the family, but if the families were wealthy enough, they would send their child to formal education, however, public schools were virtually nonexistent. Low-income families would just teach the boys the basic skills because they were too valuable as farmers. Girls were taught basic reading and writing skills, but mainly taught homemaking skills like sewing, cooking and cleaning. Most colonial families thought it was unnecessary to educate girls on the same level as their brothers, but some well-off families knew education for girls was important because they would need to teach their future children. Jane Franklin, Ben Franklin’s sister, was not able to attend any schooling, while her brother was able to attend two years (Lepore, 2011). This is due to society believing that it is more valuable for a boy to get an education than a girl. These gender norms were socially constructed by society and therefore, restricted the educational privilege of young girls.

Education was not equal between the sexes and neither between the classes. Gentlemen were educated at home until they were old enough to attend well-known or lesser schools. A lady’s schooling was

Education has been around for centuries. Since the beginning of time. All the way back to the time of Noah from the Bible. There have been many different styles, teaching and tactics of education. From learning the basics in the beginning of time like speaking languages, writing and the word of God, to what teachers are teaching today in normal schools like science, history, math, english, the list goes on. Throughout history people have been educated in very many numerous ways like being self taught, having a tutor, learning from family members, online school, home school, and also just plain old sitting in a classroom and being taught by a teacher with many students around one another. As time has gone by