Common Features Before 1870:
* Limited Access: Education was far from universal. Many children, particularly girls, poor children, and children in rural areas, received little to no formal schooling. Access was largely determined by family wealth and social standing.
* Varied Quality: The quality of education varied enormously. Some schools were well-funded and staffed by relatively well-trained teachers (though "well-trained" was a much lower bar than today's standards), while others were poorly equipped, overcrowded, and taught by individuals with limited education themselves.
* Emphasis on Religion: Religious instruction was often central to the curriculum, especially in private schools and those run by churches. The specific religion depended on the location and the school's founders.
* Discipline: Discipline was often harsh and physical punishment was commonplace.
* Curriculum: The curriculum was typically basic, focusing on reading, writing, arithmetic (the "three Rs"), and religious instruction. More advanced subjects like science, history, and geography were less common, particularly at the elementary level. Grammar schools existed, providing a more advanced education for those intending to go on to university or a profession.
* Segregation: Schools were often segregated by sex and sometimes by social class. Girls might have received a more limited education than boys, focusing on domestic skills in addition to basic literacy.
Types of Schools:
* Dame Schools: These were small, informal schools often run by women in their homes, primarily for young children. The education provided was very basic.
* Charity Schools: These schools, often funded by religious organizations or wealthy philanthropists, provided free or low-cost education to poor children.
* Private Schools: These schools catered to wealthier families and offered a more advanced curriculum. They varied greatly in quality.
* Grammar Schools: These were secondary schools preparing students for university or other professions. Access was limited to those who could afford the fees and who demonstrated the necessary aptitude. These were relatively old institutions with origins far earlier than 1870.
* Sunday Schools: These were schools focused on religious instruction, often held on Sundays and sometimes offering basic literacy skills as well.
Regional Differences:
* United States: Before the rise of public schooling in the late 19th century, education was highly decentralized and varied greatly by state and region. Many areas lacked sufficient schools, especially in rural areas.
* England: A patchwork system existed with grammar schools, charity schools, and private schools providing education for a minority of the population. The establishment of compulsory education began after 1870, resulting in a significant increase in school attendance.
* Other European countries: Similar patterns of uneven access and varying quality characterized education in other European nations, though specific details differed significantly.
In summary, schools before 1870 were far from the standardized, universal system we know today. Access was limited, quality varied widely, and the curriculum was basic. The period before 1870 saw the beginnings of major reforms in many countries that would lead to the development of the public education systems we recognize today. These reforms included increased government funding, mandatory attendance laws, and a more standardized curriculum.