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The gentlemen back then who attended school would establish charitable foundations to assist then during their entire priesthood. If children missed behaved there was a book to tell them what their punishment would be for what they might have done.
Tip: To turn text into a link, highlight the text, then click on a page or file from the list above. CALLING ALL WIKI OWNERS- PLEASE TELL ME AND MINA WHAT IS GOOD OR CAN BE IMPROVED UPON FOR OUR WIKI! The Victorian age in British history is named after Queen Victoria, who was Britain's queen from 1837 until 1901. In Victorian classrooms, children could easily find the countries of the Empire on a map because they were coloured pink or red. The Industrial Revolution changed Britain from a land of small towns, villages and farms into a land of cities, large towns and factories. Some Victorian houses were built to look like mediaeval castles, with pinnacles and turrets. This was a group of workers in the countryside, doing jobs like weeding, sowing seeds, and harvesting crops. Temperance organization which tried to stop people, especially children, from drinking alcohol.
A school run in her home by an elderly woman, known as a dame, where children were taught basic reading and writing. A group of men who travelled around Britain to investigate the working conditions of children in both factories and mines.
Boys' schools, started in the Middle Ages as an alternative to Church schools and giving free education to some boys.
The era of rapid and great change in industry and manufacturing with the growth of factories, beginning in the late 1700s. These were pieces of slate (like a flat stone), sometimes set inside a wooden frame, used for writing - with a special slate pencil. Disease causing fever and, in those who did not die from it, leaving 'pockmarks' on the skin. Place where people without means of support (usually the very poor, young and elderly) were sent to live; they got a food and a bed in return for work. As John Dewey says, "Education is not preparation for life, education is life itself." Education in the beginning was more for the nobility and upper class, yet, as life has gone on it has become more accessible to everyone.
The boys which were allowed to attend most public schools would be taught a large variety of things, including arithmetic, grammar, rhetoric, logic, astronomy, geometry, and music. Grammar school was much longer and more focused, seeing that the boys were older and could hold their attention to one task longer. As the boys began to learn this important thing they grew stronger in the knowledge of the society they were a part of. The most well known universities at this time were Oxford University and Cambridge University.
His comments were followed yesterday by the publication of the biggest review of primary education for 40 years, which said that the state's 'Stalinist' control over teaching means children are suffering from inadequate education.
Yet, in the past four years, employers have hired about a million workers from Eastern Europe. And so, in the event, our Victorian wealth did not save us from a slow decline from world leadership to our present nadir under Gordon Brown, with unimaginable levels of national debt and a colossal long-term trade deficit.
By the end of the war, it was brutally plain to Whitehall that this country's shortcomings in education and training threatened our future success as an industrial trading nation.
The views expressed in the contents above are those of our users and do not necessarily reflect the views of MailOnline. These ragged schools were funded by charities and taught by paid teachers and middle class volunteers. Teachers usually in the Victorian Era volunteered or were hired by a corporation or a board of governors. The young boys would usually grow up to work in a church and follow their family religion strictly. When the teacher would play an out of tune, tune children would start to run, stretch and pull weights.
She had her first bathe in the sea, while on holiday on the Isle of Wight with her husband Prince Albert and her children. In 1882, he was sold to an American circus despite thousands of letters from children to Queen Victoria begging her to keep Jumbo in England.
In Victorian times, coal heated homes and provided steam power for machines, trains and ships. All of these things were considered very important in the furthering of their education and survival in the future when international affairs must be a part of their expertise.
At the age of 14 the boys would be finished with grammar school and would move further ahead in their education.
Oxford was founded by King Alfred in 872 and Cambridge was later created by students wishing to flee Oxford.
If the child’s family was lucky enough to be a wealthy family the child could expect excellent schooling.
It said that an obsession with testing had dragged down standards so that pupils now get a less rounded schooling than those in Victorian times.
The reason, according to the Government, is that British workers lack 'basic employability skills, incentives and motivation'.A So the unheeded warning of that Royal Commission back in 1868 has, tragically, turned out to be a gruesomely accurate prophecy. What's more, further up the educational ladder, we are nowhere near equalling the European, American and Asian output of graduate engineers and technologists. In ragged schools children were offered free meals and clothing to drag impoverished children into classrooms.
Models of snails, trees, elephants, sunflowers, stuffed dogs, crystals, pictures of wheat, and camels taught Science.
During this whole time the teacher would keep on playing the out of tune, tune and a heavy bell was rang ending the class.
Students would scratch numbers and letters onto this slate, which was used over and over again and saved money.
This book described of rude conduct, leaving the playground without permission, sulkiness, answering back, missing Sunday prayers, throwing ink pellets and being late.
No TV, no computers, no central heating, no cars (until the last few years of Victoria's reign). However, these lessons were focused more on survival rather than knowledge and intelligence.
And some girls attended what was called a dame school where they would learn to read and write, but they would also learn social graces important for a young lady to know.

This was for younger boys to begin attending as early as they were capable of being taught. From the time the students arrived at school in the morning until the time they left in the afternoon they were busy learning a variety of subjects, religious sacraments, and briefly taking breaks for recreation or meals. The literature was used primarily to exhibit grammar structure and not for historical references. However, the majority of population was under-schooled and learned more things from home than a school. These two devastating attacks on Britain's education system echoed a previous grim indictment of British schools in the form of a Royal Commission report. This country's leaders did fail to develop the nation's 'general intelligence' (or 'basic employability skills') through a first-class education and training system. The truth is that, ever since the Victorian age, attempts to improve the nation's education system have always been one step behind our international rivalsA  -A  always the half-cock results of tinkering and Treasury bean-counting. The result was a spate of visionary official blueprints from 1944 onwards that outlined what had to be done. Too many British university students are wasting time on so- called 'rice pudding' topics (soft and easy to digest) such as media studies, rather than studying tougher subjects such as maths, physics, chemistry and engineering. You wouldn't believe that Sunday Schools provided a very small amount of education not just to children but to adults also.
As for ragged schools there was only one teacher who was hired to teach in one single room with many children varying in ages.
Boys were beat with the cane across their naked bottom and girls were caned across their hands or naked legs. Today I would say that we should be appreciative of our teachers, who aren't as mean and schooling, the one reason why people do so well in the world. As time has passed and we near the Elizabethan era, a time when schooling began to be more prevalent, we see a rise in schooling especially "public schooling." This term public schooling does not describe the type of public schooling that most of today would imagine.
Yet, there were some prominent figures beginning to believe that the education of women was also important.. The average age for a young boy to begin was sometimes as young as four but in some cases would be later. The students would arrive and have a brief prayer session followed by lessons until approximately 9:00 AM when they would have a break for breakfast. The boys only learned drama, literature, or history in the first few years of grammar school. The rest, being comprised of the lower and middle class would begin to work The majority of students from the lower and middle classes would move onto a career path or possibly seek out an apprenticeship. It said: 'Our evidence appears to show that our industrial classes have not even that basis of sound general education on which alone technical education can rest. Britain, indeed, was overtaken as an industrial and commercial nation by our better-trained rivals.
Universal state primary education was not introduced until 1872, half a century after Germany and France did so. But the governments of the early post-war era, both Labour and Conservative, squandered this unique opportunity. The root cause of this continued failure also lies with the blinkered mindsets of those who ran our mid-Victorian public schools and Oxbridge. Also a student from the lowest class may be in a class with older children for advanced classes, and the wealth has nothing to do with the situation. Sometimes they were helped out by an aid that the older children chose, who told instructions.
Geography was taught the same way with names put on the board that students would copy down. When a cane was broken, a teacher would use a birch rod that was soaked in a jar of water and students could choose which rod they wanted to be beaten with. This is type of schooling that is outside of the child’s home with other children near their age. It did take many years for this to be furthered but at this point in time there were some public schools scattered across England allowing the girls to study there.
Yet, the upper class women learned things such as how to dance, sing, and even play some instruments all for the sake of entertaining guests.
The students would return to class immediately until 11:00 AM when they had a break for dinner and recreation. As schooling continued the lessons began to center more directly on perfecting their Latin and reading Cicero and Ovid. When students were at the university they would choose their own course of study and hire respective professors. In fact, our deficiency is not merely a deficiency in technical education, but in general intelligence.' And the date of this devastating indictment? By 1895, there were more than four million children in these schoolsA  -A  but the majority of them ill-clad, dirty, nit-ridden or with decayed teeth; many also suffering from chronic throat and lung problems. It was they who lastingly shaped the values of the British political and mandarin class right down to the present day. If you don't play a sport you would get involved in a different program like the arts or bad. The girls education was very limited and usually only included the basics of grammar, and being able to read and write descent. The lower and middle class women were taught more practical things such as cooking, cleaning, and housework. If the grammar school the boy was enrolled in happened to teach Greek as some did they would also read a few of the Greek works.
As a result, there were no new technical universities; no expansion of part-time vocational training.
A morning and an afternoon session were held to teach scriptures which were used as textbooks for teaching basic literary.
In the 1800s after school children would go home to help their parents around the house, known as chores. The main part of the school teachings were from the bible and children would listen to them. Students would wear a wristband with dunce on it and would also wear a big cone-shaped hat with a big "D" on it. It's time to find out how children (your great-great-great-grandparents perhaps!) lived more than a hundred years ago.
While you will be able to view the content of this page in your current browser, you will not be able to get the full visual experience. The main focus of the girls’ education was mainly for religious purpose and entertaining guests.

The education of girls’ was more focused on how to complement their husband or family rather than help their country. The boys were required to stay at the petty school until there were able to read and write English well. This allowed the students the freedom to leave one professor if they didn’t feel that they were getting the type of curriculum that they were expected. Until Britain eventually set up a state network of secondary schools in 1902, the odds against an elementary-school child going on to secondary education were 270 to 1.
But most disastrous of all was the failure of post-war governments to fulfil the promise in the Education Act of 1944 to create a new system of secondary schooling. And, even then, 'pure' science (original research) was nobler than applied science (technology). Some Sunday schools were held in the local Church of England were social duty expected by daughters of the clergy and gentry. Bibles were also used as literary books and a student would have to be able to read a part of it. On top of that these students would also have to stand on a stool in the back of the classroom. Please consider upgrading your browser software or enabling style sheets (CSS) if you are able to do so.
Then by 1909, three-quarters of British youth between 14 and 17 were in no kind of education at allA  -A  the Neets of their time. The Act had specified three types of school to cater for different kinds of young talent: secondary modern, secondary technical and academic grammar.
It is little wonder that, when Britain belatedly created state secondary education after 1902, the civil servant in charge imposed a strictly academic syllabus which imitated the ones at public schools like Rugby and Winchester. As a result, our lack of educated capability in the workplace has never been remediedA  - even today. No wonder the City of London in the 1900s had to hire German clerks because of a lack of suitably educated British youngsters. This tripartite system was what continental nations haveA  always had - and Germany still has. Schooling at this time period was not focused as much on different subjects as it was on how the student could later help their country. When, in 1889, a Royal Commission reported on the superb networks of polytechnics and engineering colleges on the continent, the pathetic British answer was to pass a percentage of the duty paid on sales of whisky to local authorities to spend on new technical institutesA  -A  if they so wished.
Ever since, the prejudices of the bookish few dictated the education of the unbookish many. After finishing their schooling at the petty school the boys would move on to the next step of education. But grammar schools got the best funding, the best buildings and the best teachers, while the cash-strapped secondary moderns and secondary techs were forced to operate out of outdated, shabby and cramped premises. The same is true for universitiesA  -A  from late Victorian redbrick to the concrete campuses of the SixtiesA  -A  with the proportion of students studying science heavily outweighed by those studying the humanities. Jump forward to the years just before World War II and the British still remained far worse trained than their international trading rivalsA  -A  particularly the Germans, whom they were about to fight. This was compounded by an act of high-minded madness by Prime Minister John Major, who turned polytechnics into universities with the result that their original, career-minded purposes were diluted by yet more 'rice pudding' subjects. At the apex of the educational pyramid in 1939 was a privileged handful of university students (a tiny proportion compared with numbers in France and only a third of those in America).
This catastrophe paved the way for the social engineers of Harold Wilson's Labour government in 1965 to replace the botched tripartite system with the huge, all-in comprehensive. Major should have done the complete opposite and downgraded all universities (except for a handful of top research institutions) into polytechnics.
At the bottom of the pyramid, 99 per cent of working- class children left school devoid of any kind of qualification, whether scholastic or vocational.
Of course, these weren't introduced in order to train the nation's youngsters to succeed in a tough world market, but purely in the name of 'fairness' and 'equal opportunity'. But Britain's most crippling legacy from Victorian educational ideals lies in a political and mandarin class that remains the product of a humanist culture instead of a technological one.
In the middle of the pyramid, the secondary school population, aged 14 to 18, amounted to less than a tenth of those in that age group. Despite the constant tinkering by subsequent governments with the national curriculum, meddling by quangocrats and the introduction of one-off gimmicks, Britain has never recovered from that lost post-war opportunity. Only a small minority of MPs are qualified scientists or engineers, let alone have pursued a career in those vocations. And, while pre-war Germany had nearly two million youngsters in parttime vocational training, Britain had a mere 20,000. As a result, pupils in state schools now lag well behind their European opposites in standards of literacy and numeracy.
For example, former New Labour secretary of state for trade and industry Patricia Hewitt was an honours graduate in English literature from CambridgeA  -A  not exactly the best background for the woman charged with sorting out the wreck of Rover. Ed Balls (Secretary for Children, Schools and Families), Lord Mandelson (Business Secretary), Ruth Kelly (former Education Secretary), David Willetts (notorious Conservative egghead) and, yes, David Cameron himself are all philosophy, politics and economics (PPE) graduates from Oxford. In 1938-9, subjects which we called 'applied science' (or what Germans described as 'Technik') accounted for barely 5,000 students out of a total of 50,000, whereas the humanities were studied by more than 22,000. This is a highly academic madrassa for moulding future politicians, Whitehall mandarins and media pundits.
Britain had no equivalents to the 300 German technical colleges, let alone the ten German technical universities.
It is more concerned with the sociology of industrial societies than with the vital study of technological competition faced by Britain in the modern world. No wonder, then, that from the start of pre-war rearmament and right through World War II, Britain was handicapped by shortages of technicians-graduate technologists and production engineersA  -A  as well as by a far too narrow industrial base in advanced technologies such as radio engineering and machine tools. An English version of the hard-nosed, maths-based French Ecole Nationale d'Administration it is not. In the 19th and 20th centuries, Britain calamitously failed to educate and train the nation to meet the threat from European, American and Japanese competitors. Today, Britain faces a new threat from the fast-expanding industries of China, India and, for that matter, Brazil. If we fail to equip ourselves with even better skills than these new competitors, how will 60 million people crammed in this small island ever stand the chance to survive and prosper?

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