Education: The Improvement of Humanity :: Education Essays

program line in modern society is about power. To ask who is to be educated is to ask who is to rule.(Halls, vii) This same statement could excessively apply to the eighteenth century the wealthier families could cede to send their children off to college to further their education to become doctors or lawyers. This form of education progressed until 1760 when the bailiwickization of the education system became a detectable progression. They believed that through qualification education a national topic then they could in turn influence the students to create a better society. The church was still pressing for national education. Education became an almost universal corrective to human and social ills.(Palmer, 3) While the children were in school this gave the educators an opportunity to install virtues and desirable attitudes and habits. (Palmer, 3) However, non everyone believed that the only instruction to create a better society was to train the children from a you ng age to act a certain way. Many believed that a child is born(p) with a set of morals and virtues to pr in timet them from doing something that should not be done. If a child is not born with these morals and virtues then even being deft from a young age to act a certain way is not going to prevent them from doing something that the society sees as wrong. Colleges also played into the rarified of creating a better society. The ideal French college in the seventeenth and eighteenth centuries was a place of salutary confinement, designed to shield maturation boys from the evils of the outside world. (Palmer, 13) prior to the eighteenth century Northwestern France, England, and the Netherlands showed about the same rate of literacy and together formed the most literate zone in Europe, until overtaken by Scotland during the eighteenth century. (Palmer, 10) As important as education began to be it didnt change the fact that the best education that one could receive (whether peasant or opposite wise) was in the city rather than in the more rural areas. Between the end of the seventeenth century and the revolution, the definitive breakthrough of the majority of peasants in the pairing into the world of writing and literacy was more common and schools more accessible, in the towns than in the country. (Palmer, 10) As a result, if the family lived in an area that was close to a good school, were to a higher place the poverty line, and did not need the children for labor, then each family could have, at the very least, one son that could receive an education.Education The Improvement of Humanity Education Essays Education in modern society is about power. To ask who is to be educated is to ask who is to rule.(Halls, vii) This same statement could also apply to the eighteenth century the wealthier families could afford to send their children off to college to further their education to become doctors or lawyers. This form of education progressed un til 1760 when the nationalization of the education system became a noticeable progression. They believed that through making education a national topic then they could in turn influence the students to create a better society. The church was even pressing for national education. Education became an almost universal corrective to human and social ills.(Palmer, 3) While the children were in school this gave the educators an opportunity to install virtues and desirable attitudes and habits. (Palmer, 3) However, not everyone believed that the only way to create a better society was to train the children from a young age to act a certain way. Many believed that a child is born with a set of morals and virtues to prevent them from doing something that should not be done. If a child is not born with these morals and virtues then even being trained from a young age to act a certain way is not going to prevent them from doing something that the society sees as wrong. Colleges also play ed into the ideal of creating a better society. The ideal French college in the seventeenth and eighteenth centuries was a place of salutary confinement, designed to shield growing boys from the evils of the outside world. (Palmer, 13) Prior to the eighteenth century Northwestern France, England, and the Netherlands showed about the same rate of literacy and together formed the most literate zone in Europe, until overtaken by Scotland during the eighteenth century. (Palmer, 10) As important as education began to be it didnt change the fact that the best education that one could receive (whether peasant or other wise) was in the city rather than in the more rural areas. Between the end of the seventeenth century and the revolution, the definitive breakthrough of the majority of peasants in the north into the world of writing and literacy was more common and schools more accessible, in the towns than in the country. (Palmer, 10) As a result, if the family lived in an area that was close to a good school, were above the poverty line, and did not need the children for labor, then each family could have, at the very least, one son that could receive an education.