Commonalities:
* Emphasis on Discipline: Schools were far more strictly disciplined than today. Corporal punishment (e.g., spanking, paddling) was commonplace and widely accepted. Students were expected to be obedient and quiet.
* Rote Learning: Education heavily emphasized rote memorization. Students learned facts by repetition, with less focus on critical thinking or problem-solving skills.
* Limited Curriculum: The curriculum was typically narrower than today's, focusing on basic reading, writing, arithmetic, history (often heavily biased), and geography. Science and the arts were often less developed or available only to wealthier students.
* Segregation: In the United States, schools were largely segregated by race, with Black students attending significantly underfunded and inferior schools. This was also true in other countries with racial or ethnic divides.
* Gender Differences: While girls attended school more commonly than in previous decades, there was often a different curriculum for girls, emphasizing domestic skills and "feminine" subjects. Higher education opportunities for women were still limited.
* Early School Leaving: Many students left school at a young age (often around 12-14) to contribute to the family's income. High school was not as common as it is today.
* One-Room Schoolhouses: In rural areas, many students attended one-room schoolhouses where a single teacher taught multiple grades simultaneously. This significantly limited the depth and breadth of instruction.
* Limited Resources: Many schools, especially in poorer areas, lacked adequate resources, including books, supplies, and well-trained teachers. Buildings were often poorly maintained.
Differences based on location and socioeconomic status:
* Urban Schools: Larger cities often had more well-funded schools with better facilities and more specialized teachers.
* Rural Schools: Rural schools were often smaller, more isolated, and had fewer resources.
* Wealthy Families: Children from wealthier families might attend private schools with better resources and a more advanced curriculum. They often received a more individualized education.
* Working-Class Families: Children from working-class families faced greater challenges in accessing quality education.
In summary, schools in 1911 were generally more authoritarian, less diverse in curriculum, and lacked the resources and inclusivity of modern schools. Access to quality education was largely dependent on geographic location and socioeconomic status. While progress had been made from previous decades in terms of access to education, significant inequalities persisted.