* Gender: Separate schools for boys and girls were the norm. Boys' schools often emphasized classical education (Latin, Greek, mathematics), preparing them for university and professions. Girls' schools focused more on accomplishments considered suitable for women, such as needlework, music, and domestic skills, although some offered more advanced academic courses.
* Religious affiliation: Many schools were associated with specific religious denominations (Anglican, Catholic, Presbyterian, etc.), reflecting the strong influence of religion in society. These schools incorporated religious instruction into their curriculum and often reinforced specific moral and social values.
* Social class: There was a significant range in the quality and cost of private schools. Elite boarding schools like Eton (England) or Groton (US) catered to the wealthy, offering prestigious reputations and connections. Less expensive day schools served middle and upper-middle-class families. Some private schools existed specifically for the poor, often run by charities or religious orders.
* Curriculum: While boys' schools leaned heavily on classical languages and mathematics, the curriculum was increasingly influenced by utilitarian and scientific thought in the latter half of the century. The rise of "modern languages" (French, German) became more common. Girls' schools often included subjects like drawing, painting, and music in addition to more basic academics.
* Discipline: Discipline was often harsh, with corporal punishment (whipping, caning) being common, even at elite institutions. Strict hierarchies and rules were enforced, emphasizing obedience and conformity.
* Boarding vs. Day Schools: Boarding schools were typical for wealthier families, often located in rural or isolated settings. They offered a more immersive and exclusive experience, but also often separated students from their families for extended periods. Day schools allowed students to live at home and commute.
* Location: Schools were located across both urban and rural areas, reflecting the geographic distribution of the population. Smaller towns often had smaller, less prestigious private schools.
Key Differences from Public Schools (where applicable): Private schools generally offered smaller class sizes, more individualized attention (especially in elite schools), and a greater emphasis on social connections and networking. They also had more flexibility in curriculum design and religious instruction than public (or state-funded) schools, which were often constrained by broader government regulations and curriculum requirements.
In summary: 19th-century private schools presented a spectrum of educational experiences. While some offered rigorous academic preparation for elite professions, others focused on a more limited range of skills. Discipline was often severe, and the schools reflected societal hierarchies and values of the time. Their diversity highlights the complex social and educational landscape of the era.