Commonalities:
* Limited Access: Education wasn't compulsory. Many children, especially girls and those from poor families, didn't attend school at all, or only briefly. Their education, if any, was often provided at home.
* Harsh Discipline: Corporal punishment (whipping, caning) was common and widely accepted. Teachers held significant authority.
* Basic Curriculum: The curriculum focused on basic literacy (reading, writing, arithmetic). For more advanced students, some schools might offer Latin, Greek, geography, and history, but this was far from universal.
* One-Room Schoolhouses: In rural areas, the typical school was a one-room building where students of all ages learned together. The teacher might work with several age groups simultaneously.
* Religious Influence: Schools were often connected to religious institutions, and religious instruction was a significant part of the curriculum. The Protestant Bible was frequently used as a textbook.
* Rote Learning: Education largely relied on rote memorization. Students repeated lessons and facts without necessarily understanding the underlying concepts.
* Limited Resources: Textbooks were expensive and often shared or unavailable. Teaching materials were rudimentary.
Differences:
* Private vs. Public: Wealthy families could afford private academies or tutors offering a more advanced education. Public schools (where they existed) served the needs of the general population, often with very basic instruction.
* Gender: Girls' education was significantly less common and focused on "domestic arts" (sewing, cooking, housekeeping) more than academic subjects. The opportunities for advanced learning were much more limited for girls.
* Urban vs. Rural: Urban areas generally had more schools and potentially better facilities than rural areas. However, urban schools could also be overcrowded and less well-resourced.
In summary: School in 1825 was a far cry from the modern educational system. It was often rudimentary, unequal, and harshly disciplined. Access to education was largely determined by social class and gender, with many children receiving little or no formal schooling. The focus was primarily on basic literacy and religious instruction, with rote learning as the dominant pedagogical method.