History
of Education across the Ages
Word
Count: 1,145
Presumably every generation, since
the beginning of human existence, somehow passed on its stock of values,
traditions, methods and skills to the next generation. The passing on of
culture is also known as enculturation and the learning of social values and behaviors
is socialization. The systematic provision of learning techniques to most
children, such as literacy, has been a development of the last 150 or 200
years, or even last 50 years in some countries. Schools for the young have
historically been supplemented with advanced training for priests, bureaucrats
and specialists.
All civilizations
inherited some sort of writing system from their predecessor. These
predecessors were often ancient civilizations, and the writing system was abbreviated
from what the ancient civilizations. There were various writing systems
developed in ancient civilizations around the world. In Egypt fully developed
hieroglyphs were in use at Abydos as early as 3400 BC. Ethiopia has its own
ancient alphabet. According to the beliefs of the Ethiopian Orthodox Church,
Ethiopic or Geez is one of the ancient alphabets and languages. The first human
to use the alphabet is believed to be Henoch of the Old Testament. Henoch supposedly
wrote the Book of Henoch in Ethiopic around c. 3350 BC. In the Ethiopian
Orthodox view, the Book of Enoch was written in Ethiopic by Enoch, considered
the oldest book in any human language.
In
China, during the Zhou Dynasty, there were five national schools in the capital
city, Pi Yong (an imperial school, located in a central location) and four
other schools for the aristocrats and nobility, including Shang Xiang. The
schools mainly taught the Six Arts: rites, music, archery, charioteering,
calligraphy, and mathematics. According to the Book of Rituals, at age twelve,
boys learned arts related to ritual (i.e. music and dance) and when older,
archery and chariot driving. Girls learned ritual, correct deportment, silk
production and weaving. It was during the Zhou Dynasty that the origins of
native Chinese philosophy also developed. Confucius founder of Confucianism was
a Chinese philosopher who made a great impact on later generations of Chinese
and on the curriculum of the Chinese educational system for much of the
following 2000 years. Later, during the Ch'in dynasty, a hierarchy of officials
was set up to provide central control over the outlying areas of the empire. To
enter this hierarchy, both literacy and knowledge of the increasing body of
philosophy was required: "....the content of the educational process was
designed not to engender functionally specific skills but rather to produce
morally enlightened and cultivated generalists".
In the city-states of ancient
Greece, most education was private, except in Sparta. For example, in Athens,
during the 5th and 4th century BC, aside from two years military training, the state
played little part in schooling. Anyone could open a school and decide the
curriculum. Parents could choose a school offering the subjects they wanted
their children to learn, at a monthly fee they could afford. Most parents, even
the poor, sent their sons to schools for at least a few years, and if they
could afford it from around the age of seven until fourteen, learning
gymnastics (including athletics, sport and wrestling), music (including poetry,
drama and history) and literacy. Girls rarely received formal education. At
writing school, the youngest students learned the alphabet by song, then later
by copying the shapes of letters with a stylus on a waxed wooden tablet. After
some schooling, the sons of poor or middle-class families often learnt a trade
by apprenticeship, whether with their father or another tradesman.
The first schools in Ancient Rome
arose by the middle of the 4th century BC. These schools were concerned with
the basic socialization and rudimentary education of young Roman children. The
literacy rate in the 3rd century BC has been estimated as around one percent to
two percent. We have very few primary sources or accounts of Roman educational
process until the 2nd century BC, during which there was a proliferation of
private schools in Rome. At the height of the Roman Republic and later the
Roman Empire, the Roman educational system gradually found its final form.
Formal schools were established, which served paying students. Normally, both
boys and girls were educated, though not necessarily together.
The first medieval institutions
generally considered to be universities were established in Italy, France, and
England in the late 11th and the 12th centuries for the study of arts, law,
medicine, and theology. These universities evolved from much older Christian
cathedral schools and monastic schools, and it is difficult to define the date
on which they became true universities. Ireland became known as the island of
saints and scholars. Monasteries were built all over Ireland and these became
the centers of great learning. Modern systems of education in Europe derive
their origins from the schools of the High Middle Ages. Most schools during
this era were founded upon religious principles with the primary purpose of
training the clergy. Many of the earliest universities, such as the University
of Paris founded in 1160, had a Christian basis. In addition to this, a number
of secular universities existed, such as the University of Bologna, founded in
1088 AD. Free education for the poor was officially mandated by the Church in
1179 AD when it decreed that every cathedral must assign a master to teach boys
too poor to pay the regular fee; parishes and monasteries also established free
schools teaching at least basic literacy skills. With few exceptions, priests
and brothers taught locally, and their salaries were frequently subsidized by
towns. Private, independent schools reappeared in medieval Europe during this
time, but they, too, were religious in nature and mission.
The first American schools in the
thirteen original colonies opened in the 17th century. Boston Latin School was
founded in 1635 and is both the first public school and oldest existing school
in the United States. At first, the rudiments of literacy and arithmetic were
taught inside the family, assuming the parents had those skills. Literacy rates
seem to have been much higher in New England, and much lower in the South. By
the mid-19th century, the role of the schools had expanded to such an extent
that many of the educational tasks traditionally handled by parents became the
responsibility of the schools. All the New England colonies required towns to
set up schools, and many did so. In 1642 the Massachusetts Bay Colony made
"proper" education compulsory; other New England colonies followed.
Similar statutes were adopted in other colonies in the 1640s and 1650s. The
schools were all male, with few facilities for girls. In the 18th century,
"common schools," appeared; students of all ages were under the
control of one teacher in one room. Although they were publicly supplied at the
local level, they were not free, and instead were supported by tuition or
"rate bills."
