Romantic Era Research Paper

Before the Progressive Era, during the late nineteenth and twentieth centuries education was for necessary for everyone nor was it a necessity. Before this era going to school was not the norm, especially for women. Women usually only attended elementary school, since they only need basic literacy skills for the time. Whereas men usually finished middle school and some even men went high school and some perhaps went on to college. The Progressives had new

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.

The Elizabethan Era, the “Golden Age” of English history, ended with the death of Queen Elizabeth I, but its approach to education lingered centuries beyond that. During the Elizabethan times, education was completely dependent upon a person’s social status and gender, as well as the whims of the sitting monarch. Although that is not the case anymore, similarities can be drawn between Elizabethan and modern education. In fact, Elizabethan education and modern education share more similarities than differences.

Articles written during a specific period gives the future population an idea of the issues present during that time. Before the United States became independent, woman education was limited to the skill needed to be a good wife and proper mother. Particularly, upper-class woman were the only ones that had the resources to gain an education. Most middle and lower class focus primarily on the education of their males. European education influence Colonial America’s educational system. Since there weren’t any establish convents schools in the colonies, tutors were primarily hired and later on schools were incorporated. During the first years of schooling, new England girls went to a coed school called “dame school”. In the dame school, girls were thought to knit and sew. Many girls got the chance to go to the town school. However, some town school in new England prohibited girls from attending. In the south, girls got the

b. These schools focused on children ages 7-12 who were there taught basic literacy and religion.

The start of the Romantic Age coincided with the start of the French Revolution in 1789. It ends in 1837. Just as the revolution was changing the social order, the romantic poets were taking literature in a whole new direction. The mechanical reason that pervaded the work of the previous era was replaced by strong emotions and a return to nature. Animals and respect for nature were frequently used subjects in works of his period. The first generation of poets included William Wordsworth, Samuel Taylor Coleridge, and Sir Walter Scott. Their primary contribution to literature was with their lyrical ballads. They used the typical romantic themes of respect for nature and all of its creatures. Wordsworth is above all the poet

Eighteenth-century parents focused on instilling good habits of the domestic sphere into their children. A great representation of this attitude is Lydia Child. In her book, The Mother’s Book, Child states the importance of children knowing their duties, especially girls: “a knowledge of domestic duties is beyond all price to a woman” (source 2). Knowing duties helped children create good habits that would be beneficial to their future families, boys in providing, and girls in homemaking. Child’s view on literature being harmful also showed the emphasis on a domestic sphere: “by my own observation, I believe it to be the greatest evil now existing in education” (source 2). Her belief in its growing vanity caused her to stress parents to only allow the education of their children to be by themselves as it is a parent’s job to educate their children.

To start off with, the majority of the schools in the 1840’s had an attendance as little as 132 days per school year. Similarly, only 59% of the population of kids in the 1840’s attended school. However, 1 teacher taught all the students of all ages. The youngest students would sit in the front practicing their ABC’s, while the oldest students would sit in the back learning about Math, English (reading and writing), and History (geography). In fact, the older kids would sometimes help the teacher teach the younger kids. Instead of using mechanical pencils and white boards, students would use slates and chalk to write on the chalkboard. Surprisingly, school ended for kids after 8th grade, which meant that they would graduate after 8th grade. In order to graduate, students need to pass a final exam that goes over everything you learned over your lifetime. In addition, another interesting fact is that teachers lived with their students’ families sometimes because they had nowhere else to live. Nevertheless, teachers had to follow rules that were set by the leader or the president at that time. The teachers had to attend church and were not allowed to dance during special

Wood claims that America’s obsession with education was started with the revolution. In 1776 there were only nine colleges in America, but in the next 25 years, six more were founded. Leaders at the time were drawing up ways to get a publicly supported school system, and would later be founded in the early 19th century. Spelling and writing were thought to be important, but at the time the most important thing was reading. Many learned from printed things, which was a huge reason why reading was so important. As the new rights came along for women it also brought education for women, there were even some schools just for females.

Reading “Chapter XVI: The life of the peasants” from Harper and Brother’s Life on a Mediaeval Barony lead me to contemplate the work life and attitude toward the education of the less glamorous lifestyle that medieval peasants lived, “Their help is so important that many peasants look on large families as assets of so much unpaid labor, rather than as liabilities… Education is almost unknown” (Davis). I contemplated what this attitude towards education could mean in modern society and how it relates to the lifestyles of urban families of a lower income. In “A Letter to My Nephew” by James Baldwin, Baldwin addresses the socioeconomic education status of the early 20th century to his nephew, “The limits to your ambition were thus expected to be settled. You were born into a society which spelled out with brutal clarity [that]... You were not expected to aspire to excellence”(Baldwin). Baldwin is stating that students of a lower social standing are automatically assumed to not succeed in school due to limitations on resources. I found this to be a very applicable concept in the education system of urban schools because numerous students that attend urban schools are of a low social standing with limited opportunities for success. Students can only take full advantage of their education in respect to the circumstances that they are raised in. According to Torrey Marable, a recent graduate from Phelps High School, many students who attend urban schools have

With the beginning of industrial capitalism, women and children began working and the divorce rate increased. The morals of society began to wear away so common schools were needed to formalize

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

In this paper, I will be exploring the conflicting sociological ideologies of Marx and Durkheim in relation as to how useful they are at understanding the rise of compulsory education in Britain. Prior to the rise of compulsory education, schooling had a very small influence upon the masses. In general, only the wealthy could afford to send their children; mainly boys to school. This was primarily to study book knowledge and writing in the hope to become priests.

Introduction The Elizabethan Era was an intense time in the field of education. There were numerous variables that chose a youngster's education. First off, a child’s education level was controlled by their sex. A male had the capacity go to class where as a female was taught in home by their mothers Also, social classes had an impact in the level of education reachable.

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,