Education during the Victorian era was not seen as an essential part of life. Many children had little schooling, if any at all. It was not until the 1870 Education Act that declared all children be granted, at minimum, an elementary education. Though the Education Act was intended for a greater good, it did not radically change society or the school system. The rich and the poor attended school, but oftentimes it did not align with the life in the different social classes. Children attended Sunday school, public school, or homeschool, based on their social standing. During the Victorian era, every child was guaranteed an education but it was not necessarily an equal one.
An education was seen as unimportant, especially for children whose …show more content…
Group work and activities were not permitted which did not allow the children to fully develop and share their ideas, thoughts, and questions. In every Victorian schedule the teacher would stress the three R’s. The three R’s consisted of “reading, writing and arithmetic (maths)" (James).
In order to help the children remember information, the teacher would make the students chant facts or the children would receive other lessons. These “lessons were called ‘object lessons’" (James). This method of teaching included props or models that “were placed on each pupil’s desk. The pupils were meant to make observations about the object in front of them. Most science lessons were taught in this way" (James).
As the day progressed, the boys and girls were taught different things. Boys were often taught the duties of a man, such as: “woodworking (and some schools also taught farming, shoe-making and gardening)" (James). “...girls did study subjects such as history, languages and literature, but not in much depth… Girls concentrated instead on sewing, drawing and other activities considered suitable for wives-to-be" (Cruttenden, 46). This differentiation between the educational systems of the two genders led to inequality. It engrained stereotypical gender roles into the minds of both
An education was seen as unimportant, especially for children whose …show more content…
Group work and activities were not permitted which did not allow the children to fully develop and share their ideas, thoughts, and questions. In every Victorian schedule the teacher would stress the three R’s. The three R’s consisted of “reading, writing and arithmetic (maths)" (James).
In order to help the children remember information, the teacher would make the students chant facts or the children would receive other lessons. These “lessons were called ‘object lessons’" (James). This method of teaching included props or models that “were placed on each pupil’s desk. The pupils were meant to make observations about the object in front of them. Most science lessons were taught in this way" (James).
As the day progressed, the boys and girls were taught different things. Boys were often taught the duties of a man, such as: “woodworking (and some schools also taught farming, shoe-making and gardening)" (James). “...girls did study subjects such as history, languages and literature, but not in much depth… Girls concentrated instead on sewing, drawing and other activities considered suitable for wives-to-be" (Cruttenden, 46). This differentiation between the educational systems of the two genders led to inequality. It engrained stereotypical gender roles into the minds of both