Education in the Thirteen Colonies during the 17th and 18th centuries varied considerably. The public school system exists only in New England. In the 18th century, the Puritan emphasis on literacy greatly affected the significantly higher literacy rate (70 per cent of men) of the Thirteen Colonies, especially New England, compared with Britain (40 per cent of men) and France (29 percent of men).
How much education a child receives depends on one's social status and family. Families do most of the education, and boys are liked. Education opportunities are much rarer in rural areas in the South.
Puritans value education, both for the sake of religious learning (they demand a great deal of Bible reading) and for citizens who can participate better in city meetings. The Massachusetts Act of 1647 mandates that each city with 50 families or more supports 'small' (SD) schools and each city with 100 families or more supports a Latin or grammar school, where some boys can learn a language Latin in preparation for college and ministry or law. In practice, almost all New England cities are trying to provide education for their children. Both boys and girls attend elementary school, and there they learn to read, write, password, and they also study religion. The first Catholic school for boys and girls was founded by Pastor Theodore Schneider in 1743 in the city of Goshenhoppen, PA (now Bally) and still operating. In the mid-Atlantic region, private and sectarian schools fill the same niche as the New England public schools.
South, very rural, had several schools of any kind until the revolutionary era. Rich children learn with private tutors; middle-class children may learn to read from educated parents or older siblings; many middle-class and poor white children, and almost all black children, are not in school. Literacy rates are much lower in the South than in the north; this remained true until the end of the nineteenth century.
The unique exception to this southern educational state is the Ursuline Academy in New Orleans. The institute, founded in 1727 by Catholic Sisters of the Order of St. Ursula, is the oldest continuously operating school for girls and the oldest Catholic school in the United States. It also holds many first-time Americans, including the first female pharmacist, the first woman to donate a literary reward book, the first convent, the first free school and the first retreat center for women, and the first class for African-American female slaves, free colored women , and Native Americans.
Middle schools are rarely outside of major cities like Boston, New York City, Philadelphia, and Charleston. Where they are, high schools generally emphasize Latin grammar, rhetoric, and advanced arithmetic with the aim of preparing boys for college. Some high schools also teach practical subjects such as accounting, navigation, surveying, and modern languages. Some families send their children to live and work with other families (often relatives or close friends) as the cornerstone for their education.
Video Education in the Thirteen Colonies
Higher education
The first colleges, excluding the pre-college academies, are:
- New College in Massachusetts (hereafter from Harvard University) (1636)
- College of William and Mary in Virginia (1693)
- Collegiate School in Connecticut (then Yale University) (1701)
- College of New Jersey (hereinafter Princeton University) (1746)
- King's College in New York (hereafter Columbia University) (1754)
- College of Philadelphia (hereinafter University of Pennsylvania) (1755)
- College of Rhode Island (hereinafter Brown University) (1764)
- Queen's College in New Jersey (then Rutgers University) (1766)
- Dartmouth College in New Hampshire (1769)
Only white men are accepted; some take students as young as 14 or 15 years old, and most have some kind of preparatory academy for those who need basic Latin or other skills. Faculty faculties are generally very small, usually consisting of a college chairman (usually a priest), maybe one or two professors, and some mentors, who are graduate students who earn their salary by teaching lower class members. All students attend the same course of study, consisting of three or (more commonly) a four-year duration. The Collegiate study focuses on ancient languages, ancient history, theology, and mathematics. In the 18th century, science (especially astronomy and physics) and modern history and politics assumed a larger (but still modest) place in the college curriculum. Until the mid-18th century, the majority of American college graduates became Protestant pastors. Towards the end of the colonial period, the law became another popular career choice for college graduates.
Maps Education in the Thirteen Colonies
Vocational education
Although few colonial youths had access to secondary or higher education, many benefited from various types of vocational education, particularly apprenticeship. Both boys and girls in apprentice for various terms (up to fifteen years in the case of orphans). Students are usually taught trade (if male) or sewing and household management (if female) as well as reading and basic religious knowledge. Of course, many children learn job skills from their parents or employers without starting a formal internship.
Note
Further reading
- Axtell, James. School on the hill: Education and community in New England colonial. Yale Press University. (1974).
- Bailyn, Bernard. Education in the Establishment of the American Society U of North Carolina Press, 1960
- Cremin, Lawrence. American Education: The Colonial Experience, 1607-1783. New York: Harper & amp; Row, 1970.
- Faragher, John Mack, ed. The American Encyclopedia of Colonial and Revolutionary. New York: Da Capo Press, 1996.
- Johnson, Clifton. Old-Time Schools and School-books. New York: Dover, 1963.
- Knight, Edgar Wallace. Public education in the South (1922) online edition
- Robson, David W. Educating Republican: College in the American Revolutionary Era, 1750-1800 . Greenwood, 1985. 272 ​​â € <â €
- Spruill, Julia Cherry. Women's Life and Work in the Southern Colony. Chapel Hill: University of North Carolina Press, 1938.
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