Education in the Colonial Era
by Amanda Peterson
by Amanda Peterson
Back in the colonial era, kids of all ages shared a single classroom. This was due to the fact that most towns had only one building and one teacher, if at all. So many laws and rules surrounded this establishment; schools varied from public to an early version of private. School has changed a lot since the 1700s.
The classroom was warmed by a stove. To keep it running, children had to bring logs. If they forgot, they would have to sit in the coldest part of the classroom, which was segregated based on gender. Lessons were learned through repetition, as well as tongue twisters, spelling bees, and homework.
Quills, made from the feathers of a wild turkey or goose, were common, as was chalk. Boys in higher education sometimes used a slate pencil on a slate rock; their writing could be erased when they were done.
School began at 7 am and lasted from Monday to Saturday. Many people, especially the Puritans, valued education, both for religious study and economic success. Boys, however, were prepared differently than girls. They learned to read, write, and do basic arithmetic, while girls were even less likely to be sent to school. Instead, they stayed home and focused on “home economics.”
Poor families, as well as those who lived in rural areas, often could not send their children to school. Those who could taught their offspring, though most did not know how to read or write. Instead, boys learned how to do the father’s tasks: manning the farm and handling a gun. Girls learned skills such as weaving, sewing, and food preparation. Many poor and middle white children in the south, as well as all black children, never went to school. Rich children, on the other hand, had several options, two of which were private school or private tutor.
The earliest education law was enacted in about 1642. Massachusetts Bay county officials threatened to apprentice children if they were not receiving a proper education. Four years later, Virginia passed a similar law. In 1647, the Massachusetts colony reinforced their education law by charging those who did not follow through a 20 shilling fee (about two dollars). Some sort of religious instruction in a Catholic church was also required at least once a week.
This law also set the cornerstone for setting up a public school system. It required that every town with fifty families have an elementary school, and one hundred earned them a grammar school. In practice, however, it was difficult to keep these buildings open and staffed. Somehow, they managed, and pulled through to modern times.
As mentioned above, apprenticeships were not uncommon. This took place when a child’s parent put him in another home to learn the trick of the trade from the master of a specific skill. The boys promised to study and work hard, and be well-behaved in return. Girls were “bound-out” as household servants or to learn skills such as needlework and cooking.
Dame schools were another option. These took place in a home, often that of a widow. While she worked, her students, usually females, learned reading, writing, and rudiments. Church schools, too, were operated inside the home of a bishop. The minister taught the alphabet, spelling, writing, and arithmetic. However, fees had to be paid in order to be a part of this, so it was reserved almost exclusively for the elite.
Elementary school in the colonies was taught using a hornbook. Though this was not an actual book, it taught the alphabet, vocabulary, prayers, and Roman Numerals. The hornbook itself was a piece of wood, usually about five inches long with a handle, covered in a piece of paper. The handle was strung through so it could be carried on the shoulder or around the neck. Both boys and girls attended elementary school depending on their individual circumstances.
Once the hornbook was fully learned, it was time for graduation. Girls often went to work at their homes; boys had the option of moving on. Latin Grammar Schools, as they were called, were early versions of college prep, where teachers – often ministers – taught Latin, Greek, memorization, and discipline, among other things.
These establishments were rare outside of major towns such as Boston and Philadelphia. The students learned from the New England Primer, which had a great variety of Christian teachings, from questions about God to prayers and rhymes. However, as these schools cost money, those who were richer had the privilege of attending. Graduation occurred when the New England Primer was memorized. At this point, most skipped out on college to go and work.
All colleges of the time were, of course, for white men only. Dartmouth, however, was originally a Native American establishment. Most boys who continued onto higher education entered universities at fourteen or fifteen years of age. The college faculty was generally small, including one or two professors and several tutors. All students studied the same course for three to four years. Common subjects were history, languages, theology, and mathematics. Science did not become popular until around the 18th century, and law at the turn of the 19th. Some of the colleges of the time were Harvard (1638), William and Mary (1693), Yale (1701), Princeton (1746), and Columbia (1754).
As you can see, the colonial era offered a wide range of academic options. Despite not being available to all citizens, they did well in educating those who could go. They also set the foundation for what is today the basis of our society.
The classroom was warmed by a stove. To keep it running, children had to bring logs. If they forgot, they would have to sit in the coldest part of the classroom, which was segregated based on gender. Lessons were learned through repetition, as well as tongue twisters, spelling bees, and homework.
Quills, made from the feathers of a wild turkey or goose, were common, as was chalk. Boys in higher education sometimes used a slate pencil on a slate rock; their writing could be erased when they were done.
School began at 7 am and lasted from Monday to Saturday. Many people, especially the Puritans, valued education, both for religious study and economic success. Boys, however, were prepared differently than girls. They learned to read, write, and do basic arithmetic, while girls were even less likely to be sent to school. Instead, they stayed home and focused on “home economics.”
Poor families, as well as those who lived in rural areas, often could not send their children to school. Those who could taught their offspring, though most did not know how to read or write. Instead, boys learned how to do the father’s tasks: manning the farm and handling a gun. Girls learned skills such as weaving, sewing, and food preparation. Many poor and middle white children in the south, as well as all black children, never went to school. Rich children, on the other hand, had several options, two of which were private school or private tutor.
The earliest education law was enacted in about 1642. Massachusetts Bay county officials threatened to apprentice children if they were not receiving a proper education. Four years later, Virginia passed a similar law. In 1647, the Massachusetts colony reinforced their education law by charging those who did not follow through a 20 shilling fee (about two dollars). Some sort of religious instruction in a Catholic church was also required at least once a week.
This law also set the cornerstone for setting up a public school system. It required that every town with fifty families have an elementary school, and one hundred earned them a grammar school. In practice, however, it was difficult to keep these buildings open and staffed. Somehow, they managed, and pulled through to modern times.
As mentioned above, apprenticeships were not uncommon. This took place when a child’s parent put him in another home to learn the trick of the trade from the master of a specific skill. The boys promised to study and work hard, and be well-behaved in return. Girls were “bound-out” as household servants or to learn skills such as needlework and cooking.
Dame schools were another option. These took place in a home, often that of a widow. While she worked, her students, usually females, learned reading, writing, and rudiments. Church schools, too, were operated inside the home of a bishop. The minister taught the alphabet, spelling, writing, and arithmetic. However, fees had to be paid in order to be a part of this, so it was reserved almost exclusively for the elite.
Elementary school in the colonies was taught using a hornbook. Though this was not an actual book, it taught the alphabet, vocabulary, prayers, and Roman Numerals. The hornbook itself was a piece of wood, usually about five inches long with a handle, covered in a piece of paper. The handle was strung through so it could be carried on the shoulder or around the neck. Both boys and girls attended elementary school depending on their individual circumstances.
Once the hornbook was fully learned, it was time for graduation. Girls often went to work at their homes; boys had the option of moving on. Latin Grammar Schools, as they were called, were early versions of college prep, where teachers – often ministers – taught Latin, Greek, memorization, and discipline, among other things.
These establishments were rare outside of major towns such as Boston and Philadelphia. The students learned from the New England Primer, which had a great variety of Christian teachings, from questions about God to prayers and rhymes. However, as these schools cost money, those who were richer had the privilege of attending. Graduation occurred when the New England Primer was memorized. At this point, most skipped out on college to go and work.
All colleges of the time were, of course, for white men only. Dartmouth, however, was originally a Native American establishment. Most boys who continued onto higher education entered universities at fourteen or fifteen years of age. The college faculty was generally small, including one or two professors and several tutors. All students studied the same course for three to four years. Common subjects were history, languages, theology, and mathematics. Science did not become popular until around the 18th century, and law at the turn of the 19th. Some of the colleges of the time were Harvard (1638), William and Mary (1693), Yale (1701), Princeton (1746), and Columbia (1754).
As you can see, the colonial era offered a wide range of academic options. Despite not being available to all citizens, they did well in educating those who could go. They also set the foundation for what is today the basis of our society.
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