Figure 1.--The Sunday School Movement began as an effort to teach boys in wotk houses, but developed in a huge effort to teach wot=rkibng clkass children. It was nott a church movemnent, Sunday was only chosen bcause before Child Labirr KLaws, Sunday ws the inly day working-claass children did not have to work. Boys and girls were tought together. It was in the 18th century the only school girks coukld attend other than dame schools. This drawing pictures Robert Raikes comvincing a mother to send her girl to a Sunday School. We do not know who the illustrtor was.
Parents in the 18th century did not consider it necessary to educate girls. Some paents actually thought that educatioin might make marriage more difficult. As part of the Enligtenment other thoughts bgan to percolate, but by far the dominat nelief of the day was that educating women beyoind basic reading was a waste. George I became king (1714) and the 18 century was basically the Georgian era. Feminists generally view the Georgian era as basically a step back in both the freedoms and education, the two are intrinically linked, of English girls and women. There were some women who acieved some success, at the time notiriety might be used. The Blue Stocking Movement was born (mid-19th century). This was an informal women's social movement which basically was discussion groups moving away from accepted famales roles into literary and other intelectual topics. Both education and mutual cooperation were important. It was the first tentative step of a woman's group into intelectul pursuits. Men were invited and paricipated in the discussions. The women were upper-class figures, primarily because it was upper-class women whi were able to achieve some modicum of learning. Individual women also energed, mostly in literary circles. Science ws more difficult because there were no chools for women and they were not allowed in universities. The most notble was Mary Wollstonecraft, an author, philosopher, and fierce advocate of women's rights. At the time mmuch more attention as given to her unconventional personal relationships than her writings. The Enlightement touched on women's issues, the idea of educating women. Most famous was Rousseau's Emile, or On Education (1763). These developments were, however, mere blips on the radar. The dominant thinking at the time was that the fenale mind was not capable of higher thought. This led to the widely accepted vision of 'separate spheres'--men should dominant outside the home in the world of intelectual thought and work. The role of women was to run the home, childcare and the home. Even here, however, the legal system gave men the fnal say in most matters of imprtance. Literacy rates were rusing, but most of the girls who received some education were in well-to-do families who hired tutors for their sons. Often sisters sat in the lessons. Among families in comfortable circumstances, education was recognized as important to success in professional and public life. Boys were thus educated 'for the world' and sent off the boarding schools. Girls were in contrast educated 'for the drawing room' which meant a social rather than an intellectual process. This and the fact that parents thouhht it necessaey to be more protective of girls, most girls from well-off families were educated at home. As far as we know there were no girls schools in England during the 18th century. There may have been some fishing schools for girls from well-to- do families, but ht was more of a 19th century phenomonon. The most important development occurred in the late-18th century. The Sunday school Movement was launchrd (1870). It did not create any girls' schools and it was at first meant for boys, after all girls has nver attnded schools before. It soon involved girls, largely because when they began rounding up boys, their sisters tagged along. And it developed into a lrgely coeducational teaching environment. For the first time in history, large numbers of girls begn azttending schools and learning to read and write. And interestingly they were mostly girls from poor families--middle class girls did not yet have any such opportunity. The Sunday School Movement swas a faith-based effort without government support to provide some basic education to low-income children (late-18th century). Not a great deal could be done one day a week, but it was enough to extend basic literacy to the workingclass which was an important beginning.
The Female Mind
Parents in the 18th century did not consider it necessary to educate girls. Some paents actually thought that educatioin might make marriage more difficult. While this became a matter of discussion as the century develooed, it remained the dominnt view thrpughout the century, not only among men, but by most women thenselves. .
The only actual schools available to girls until the Sunday School Movemnt of the late 18th century were the Damne Schools. These were schools for younger children, often little than child care centers. Many children, learned how to read at these schools. More attention was given to readung than riding, especually for the girls. This, however, varied from school to school. The schools were small and thus the boys and girls were together. This not mean, however, that the children received the same instruction. hirks tended to be taught together. Attitudes toward educationg girls were at play even in the danme schools. These schools disappeared in the early 19th century as England began building its state orimary system. Fir all its limitations, the damne schools significantly expoanded literacy in England.
The Enlightenment
As part of the Enligtenment other thoughts bgan to percolate, but by far the dominat nelief of the day was that educating women beyoind basic reading was a waste. The Enlightement touched on women's issues, the idea of educating women. Most famous was Rousseau's Emile, or On Education (1763)
Georgian Era (1714-1837)
George I became king (1714) and the 18 century was basically the Georgian era. Feminists generally view the Georgian era as basically a step back in both the freedoms and education, the two are intrinically linked, of English girls and women. There were some women who acieved some success, at the time notiriety might be used.
Blue Stocking Movement (mid-18th century)
The Blue Stocking Movement was born (mid-19th century). This was an informal women's social movement which basically was discussion groups moving away from accepted famales roles into literary and other intelectual topics. Both education and mutual cooperation were important. It was the first tentative step of a woman's group into intelectul pursuits. Men were invited and paricipated in the discussions. The women were upper-class figures, primarily because it was upper-class women who were able to achieve some modicum of learning.
Individuals
Individual women also energed, mostly in literary circles. Science ws more difficult because there were no chools for women and they were not allowed in universities. The most notble was Mary Wollstonecraft, an author, philosopher, and fierce advocate of women's rights. At the time mmuch more attention as given to her unconventional personal relationships than her writings.
Separate Spheres
The Blue Stocking Movements and Emligtenment thinking on educating women were, however, mere blips on the radar. The dominant thinking at the time continued to be that the fenale mind was not capable of higher thought. This led to the widely accepted vision of 'separate spheres'--men should dominant outside the home in the world of intekectual thought and work. The role of womenwas to run the home, childcare and the home. Even here, however, the legal system gave men the fnal say in most matters of importance.
One assessment reports that the education of girls, beyond basic reading, acryually declined in the 18th centuty. A fctir here was that more boys were being educated outsude the hime in schools, schools for which girls did not have access. "While female literacy rates continued to increase, the separate spheres theory meant that wealthy families were no longer educating their daughters alongside their sons, and consequently teaching them much the same things. While boys might be sent to boarding schools, girls were sent to 'dame schools' or taught by governesses, and their education was tailored towards their role as wives and mothers. How to make delicate conversation, sew or manage servants was taught instead of anything more intellectually challenging; a restriction that many young women found chafing. Those who managed to get access to education despite the trends of the time accessed it in much the same way as their predecessors; usually by being taught by understanding parents or siblings, or teaching themselves from their libraries."
[Oxford Royale Academy]
Literacy Rates
Literacy rates for girls along with litracy rates in general were rising during the 18th century. Hete the Dame Schools were important, especially for basic literacy. Most of the girls who received some education beyond basic literacy were in well-to-do families who hired tutors for their sons. Often sisters sat in the lessons. Among families in comfortable circumstances, education was recognized as important to success in professional and public life. Boys were thus educated 'for the world' and sent off the boarding schools. Girls were in contrast educated 'for the drawing room' which meant a social rather than an intellectual process. This and the fact that parents thouhht it necessaey to be more protective of girls, most girls from well-off families were educated at home. As far as we know there were no girls schools in England during the 18th century. There may have been some fishing schools for girls from well-to- do families, but ht was more of a 19th century phenomonon.
Sunday School Movement (1870)
The most important development affecting the edication of girls occurred in the late-18th century--The Sunday School Movement. . The Movement was launchrd (1870). The moving force behind the Movement was Robert Raikes (1736–1811). It did not create any girls' schools and it was at first meant for boys, after all girls has never attnded schools before. It soon involved girls, largely because when they began rounding up boys, their sisters tagged along. And it developed into a largely coeducational teaching environment. For the first time in history, large numbers of girls begn azttending schools and learning to read and write. And interestingly they were mostly girls from poor families--middle class girls did not yet have any such opportunity. The Sunday School Movement swas a faith-based effort without government support to provide some basic education to low-income children (late-18th century). Not a great deal could be done one day a week, but it was enough to extnnts basic literacy to the wirkingclas which was an important beginning.
Sources
Oxford Royale Academy. "A history of women's education in the UK".
