In Britain's long feudal society, education was the privilege of nobles, senior monks and children of their upper-class families. /kloc-Before the Reformation in the 6th century, poor children mainly studied some elementary knowledge of reading and singing in Bible reading classes or choirs affiliated to the Catholic Church. During the Reformation, both Catholicism and Protestantism paid more attention to primary education in order to win over the masses. After the Reformation, Protestantism became the Anglican Church, Catholic monastery schools closed, and the humble parish schools under the responsibility of the Anglican diocese gradually developed. This kind of school accepts poor children, teaches in English, and still takes the Bible as the main learning content. It is the original form of primary education schools in Britain. 1662, the British Parliament passed the Education Act, which confirmed the control of the Anglican Church on primary education.
When it comes to the development of primary education in Britain, it should be mentioned that the Anglican Church was established around 1700, that is, the Christian Knowledge Promotion Association and the Foreign Evangelical Publicity Association, and many charitable schools were opened to recruit poor children. Since then, philanthropists all over the world have followed suit and set up beggar schools, labor schools and day schools for the poor. 178 1 year, the missionary R. Rex (1735-1811) started a class for poor children to learn teachings and read and write simply on Sunday. By 1795, there are 6545 in Britain. The most representative private primary schools in this period are "ordinary private schools" and a "girls' school" run by elderly women at home. These primary schools run by churches, non-governmental charities or private individuals have poor school conditions and teachers' level, and most poor children cannot enter secondary schools to continue their studies after leaving school.
(2) Secondary education
In British feudal society, secondary education has always been exclusive to the children of the ruling class, from the British bourgeois revolution to the industrial revolution. In addition, its basic forms are still Gema school and public school, but the object of secondary education is gradually expanded to bourgeois children.
Grammar schools have a long history, dating back to ancient Rome. Its name was officially decided in 1387. Most of these schools were established by the Catholic Church and missionaries, who were very devout. At the same time, they emphasize the study of classical language and grammar, and use Latin in teaching. Its graduates generally enter Oxford and Cambridge universities, or become ordinary officials, doctors, judges and teachers. Grammar schools continued to develop after the bourgeoisie seized power, and students enrolled students at their own expense, so the children of workers at the bottom of society rarely enrolled students. Grammar schools were later transplanted from Puritans to North America, and Latin law schools in North America were also established according to this model during the colonial period.
Public school is actually a grammar school, but it is a private boarding school, serving the children of the upper class, especially the descendants of nobles, and cultivating the backbone of the ruling class. Originally established by the king, it was later raised by private or public organizations and supported by the church. The school conditions are excellent, but the tuition is extremely expensive. Public schools also give priority to teaching classical liberal arts, and attach importance to religious courses and collective religious ceremonies in teaching. The names and founding years of nine famous public schools in Britain are as follows: Winchester,1384; Eaton,1440; Sao Paulo,1510; Shrewsburg,1552; West length,1560; Taylor's,1561; Rugby,1567; Hello,1571; Chatterhouse, 16 12.
At that time, public schools and grammar schools had no connection with primary schools. Before they enter school at the age of 12 or 13, their students prepare for school under the guidance of tutors or in preparatory schools. Public schools and grammar schools have made some contributions to the historical development of secondary education in Britain because of their high teaching quality. However, due to their irretrievable classicism and scholasticism, they failed to meet the needs of the development of British capitalist economy, so they were fiercely criticized by many people of insight in Britain, such as scientists Bacon, Boyle and writer Milton, who demanded to attach importance to the teaching of natural science. Later, under the influence of Milton's thought on practical middle schools, some non-state clergy founded "colleges". Such schools teach in English [WT], attach importance to practical knowledge and be close to real life. Most students are middle-class children. 1639 The British Parliament approved its existence, but its status and importance were far less than those of public schools and grammar schools at that time. By the second half of the18th century, Britain's "Akkadmi" gradually disappeared.
(3) Higher education
The main forms of British higher education in this period are still classical universities established in the Middle Ages, among which the most famous ones are Oxford University founded by 1 168 and Cambridge University founded by 1209. At first, it was an academic institution organized by scholars and student groups in the city, not the higher education stage above primary education and secondary education in the modern academic system. Later, although bound by religion and controlled by the church, it made a certain contribution to the academic prosperity, educational development and social progress in Britain. These two schools gradually developed into universities composed of many colleges. By the18th century, there were about 20 professional colleges, and most of them adopted tutorial system in teaching.
After the British bourgeois revolution, the students who can enter the university are still mainly young people from the upper class. From 17 to 18, most of the students in Oxford University and Cambridge University come from the families of nobles, officials, military officers, big businessmen, priests, doctors and lawyers. There are very few children of ordinary employees, small businessmen and wealthy farmers, and it is more difficult for young people in the lower classes to enter school. At that time, the teaching contents of these universities were mainly classical liberal arts and theology, but since the end of 17, due to Bacon's materialistic philosophy and Newton's scientific achievements, universities began to offer lectures on natural science, which made a little progress in teaching contents.
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