Generally, girls received far less formal education than boys. This was a global phenomenon across many cultures. The reasons were complex and intertwined:
* Economic factors: In many societies, girls were seen primarily as future wives and mothers, whose primary role was within the domestic sphere. Investing in their education was seen as less economically beneficial than investing in the education of boys who would typically inherit property and/or pursue more lucrative careers.
* Social and cultural norms: Patriarchal structures often limited opportunities for women. Ideas about women's intellectual capabilities and their "proper" place in society often excluded formal education. Some cultures valued female domestic skills (sewing, cooking, etc.) over formal literacy and numeracy.
* Religious beliefs: Certain interpretations of religious texts or traditions sometimes discouraged or prohibited female education beyond basic religious instruction.
However, there were exceptions and nuances:
* Elite classes: Girls from wealthy or aristocratic families sometimes received some education, often at home from tutors or governesses. This education might cover subjects like reading, writing, music, needlework, and perhaps some basic mathematics or languages. This wasn't equivalent to a formal education like boys received, but it was better than the options available to most girls.
* Specific cultures and time periods: Certain societies placed more value on female education than others. For example, some ancient civilizations (like ancient Greece, in certain city-states) or some pre-industrial societies in various parts of the world had more relaxed attitudes towards female education or specific educational opportunities for girls in certain contexts (such as religious orders).
* Religious orders: Some religious orders, particularly those focused on charity or service, provided educational opportunities for girls, often focused on religious instruction and practical skills relevant to their work.
* Informal education: Girls often learned essential life skills through observation and participation in household chores, assisting in family businesses, and interactions within their communities. This informal education was crucial to their survival and social functioning but not considered formal schooling.
In summary, the education of girls in "olden days" was highly variable and largely unequal compared to the education of boys. While some girls, particularly those of elite families, received some education, the majority had limited access to formal schooling, reflecting prevalent societal norms and economic realities. Research into specific historical periods and geographical locations will reveal the unique aspects of girls' education in those contexts.