In chapter 7, the authors discuss the educational practices during the colonial period in the United States. What are some of the similarities and differences in how the colonists educated children in different parts of the country?
Similarities—Educational practices in New England, the Middle Colonies, the South and Midwest/West had several commonalities. All of the regions had strong religious influences in the schools: the Puritans, the Quakers, the Anglicans, the Roman Catholic church. Each taught the fundamentals of the three “r”s. School buildings always seems like an afterthought established on land no one wanted like the school meadows, field schools or already used for something else like the government building or mission. Most of the schools used corporal punishment and required tuition to attend.
Differences—The main differences seem to lie in the Middle Colonies. Quaker schools were open to all students: girls, boys, whites and free blacks. They started the first teacher education programs instead of an older adult who could read and write teaching the young generation. The middle colonies opened up trade school where children were apprentices and taught a trade.
During the colonial period of the United States, there was no universal education. Educational practices varied among the various colonies. Despite these differences, there were some commonalities.
Puritan and Pilgrim families in New England relied on their children to help with various tasks around the home, which limited the amount of time that could be dedicated to school. Older family members would instruct the young children how to read however if there was no one available or qualified; the children would go to a neighbor’s home or Dame school. In larger communities, public schools provided education for boys and girls however, girls only attended when the boys were not in session. For girls, the focus of their education revolved around becoming proficient in various household tasks to prepare to be a wife and mother. Religion played an important role in the lives of the colonists so besides the hornbook and primer, the Bible was another tool used in reading instruction. In addition, these colonists believed that children should be disciplined because they had an “inborn sin of willfulness” (Lascarides & Hinitz, 2000, p. 180). By the revolution, school was free and paid by public taxes.
Unlike the New England colonists, the Southern colonists were members of the Anglican Church. In this part of the country, the colonists did not believe in state involvement when it came to education, consequently the public school movement did not come to these states until 1870. Often children had private tutors or went to private school and poor children did not have the opportunity to participate in formal schooling. As in New England, girls needed to focus on developing skills related to tasks associated with being a good wife and mother.
Unlike New England, in the middle colonies, boys and girls were able to attend classes together. Each child had an apprenticeship. Similar to the other colonies, girls focused their learning around household chores while boys would develop a skill outside of the home. In this section of the country, poor children often went to schools where they learned the art of spinning. As in other parts of the country, religion played a key role in shaping the beliefs of the colonists however unlike the colonists in New England, the middle colonists “believed that love and discipline were more persuasive than the threat of Satan, or Fire and Brimstone” (Lascarides & Hinitz, 2000. P. 184).
Despite the various beliefs of the different colonies, there are some similarities in how the colonists viewed education. In all the colonies religion was an important component or influence in schooling. In addition, boys and girls during this time did not have the same curriculum. During this time, girls needed to focus on learning skills related to household tasks that they would have when they became a wife and mother later in life.
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Similarities—Educational practices in New England, the Middle Colonies, the South and Midwest/West had several commonalities. All of the regions had strong religious influences in the schools: the Puritans, the Quakers, the Anglicans, the Roman Catholic church. Each taught the fundamentals of the three “r”s. School buildings always seems like an afterthought established on land no one wanted like the school meadows, field schools or already used for something else like the government building or mission. Most of the schools used corporal punishment and required tuition to attend.
Differences—The main differences seem to lie in the Middle Colonies. Quaker schools were open to all students: girls, boys, whites and free blacks. They started the first teacher education programs instead of an older adult who could read and write teaching the young generation. The middle colonies opened up trade school where children were apprentices and taught a trade.
Education in the American Colonies
During the colonial period of the United States, there was no universal education. Educational practices varied among the various colonies. Despite these differences, there were some commonalities.
Puritan and Pilgrim families in New England relied on their children to help with various tasks around the home, which limited the amount of time that could be dedicated to school. Older family members would instruct the young children how to read however if there was no one available or qualified; the children would go to a neighbor’s home or Dame school. In larger communities, public schools provided education for boys and girls however, girls only attended when the boys were not in session. For girls, the focus of their education revolved around becoming proficient in various household tasks to prepare to be a wife and mother. Religion played an important role in the lives of the colonists so besides the hornbook and primer, the Bible was another tool used in reading instruction. In addition, these colonists believed that children should be disciplined because they had an “inborn sin of willfulness” (Lascarides & Hinitz, 2000, p. 180). By the revolution, school was free and paid by public taxes.
Unlike the New England colonists, the Southern colonists were members of the Anglican Church. In this part of the country, the colonists did not believe in state involvement when it came to education, consequently the public school movement did not come to these states until 1870. Often children had private tutors or went to private school and poor children did not have the opportunity to participate in formal schooling. As in New England, girls needed to focus on developing skills related to tasks associated with being a good wife and mother.
Unlike New England, in the middle colonies, boys and girls were able to attend classes together. Each child had an apprenticeship. Similar to the other colonies, girls focused their learning around household chores while boys would develop a skill outside of the home. In this section of the country, poor children often went to schools where they learned the art of spinning. As in other parts of the country, religion played a key role in shaping the beliefs of the colonists however unlike the colonists in New England, the middle colonists “believed that love and discipline were more persuasive than the threat of Satan, or Fire and Brimstone” (Lascarides & Hinitz, 2000. P. 184).
Despite the various beliefs of the different colonies, there are some similarities in how the colonists viewed education. In all the colonies religion was an important component or influence in schooling. In addition, boys and girls during this time did not have the same curriculum. During this time, girls needed to focus on learning skills related to household tasks that they would have when they became a wife and mother later in life.
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