Savanna Hoffman
During the Victorian era, education in England was mostly reserved for children from upper-class backgrounds, with boys being prioritized over girls. Girls from wealthy families were often taught at home, learning skills like sewing, needlework, drawing, and music, while boys attended fee-paying schools or were educated by governesses. However, the Victorian era saw a significant shift in education due to legislative changes, with the passing of the Education Act in 1870, which mandated elementary education for both boys and girls. Universities in London, such as the University of London, began admitting women, with the first four women graduating with BA degrees in 1880. The London School of Medicine for Women, founded in 1874, was the first medical school in Britain to train women. Despite these advancements, gender inequality persisted, with women's education often focused on marriage preparedness, and prestigious universities like Oxford and Cambridge remaining largely inaccessible to women until the next century.
| Characteristics | Values |
|---|---|
| Literacy rate among Englishmen | 60% |
| Literacy rate among women | 50% or lower |
| Literacy rate in 1870 | 76% |
| Literacy rate among women and men in the 1860s | 90% |
| Year when elementary education became mandatory for males and females | 1870 |
| Year when secondary education was considered for females in upper-class families | 1890s |
| Year when the London School of Medicine for Women was founded | 1874 |
| Year when the first co-educational university college in England was opened | 1876 |
| Year when the first four women gained BA degrees at the University of London | 1880 |
| Year when women were granted degrees at Oxford and Cambridge | 1920 (Oxford), 1948 (Cambridge) |
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What You'll Learn
Universities were male-only
During the Victorian era, universities in London were exclusively male-only institutions, providing professional education for future lawyers, doctors, members of the clergy, and secondary school teachers. While primary education became mandatory for both boys and girls in 1870, secondary education was not a consideration for females, especially those from upper-class families. Girls were often educated at home, learning skills like sewing, needlework, drawing, cooking, and playing a musical instrument, which were considered beneficial for their future role as wives.
Wealthy parents often employed governesses to educate their daughters, and while female teachers were permitted, they faced significant disparities in wages compared to their male counterparts and had to choose between their profession and marriage. This gender disparity was also reflected in the content of boys' and girls' education. Boys' schooling focused on academic and functional skills, aiming to mold them into Christian gentlemen, while girls' education often revolved around domestic and artistic abilities.
The literacy rate at the beginning of the Victorian era reflects these gender inequalities in education. In the 1830s, the literacy rate among Englishmen was just above 60%, while the literacy rate among women was roughly below 50%. It was only in the 1860s, after increased government involvement in education, that literacy rates equalized at approximately 90% in 1870 for both men and women.
Despite the male-dominated landscape of higher education, there were some notable advancements for women during the Victorian era. The London School of Medicine for Women, founded in 1874, became the first medical school in Britain to train women. In 1876, University College, Bristol (now the University of Bristol), opened its doors as the first co-educational university college in England, although it could not award degrees. In 1880, the first four women obtained BA degrees at the University of London, marking a significant milestone.
While most Oxford and Cambridge colleges resisted admitting women until the next century, Scottish universities like the University of Edinburgh and the University of Glasgow welcomed women graduates in the late nineteenth century. The campaign of the Edinburgh Seven, the first group of matriculated undergraduate female students studying medicine at the University of Edinburgh in 1869, gained national attention and highlighted the growing support for women's right to pursue higher education and professional careers.
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Women's colleges emerged
During the Victorian era, girls from upper-class families were not sent to public schools. Instead, they stayed at home and learned skills that were considered necessary for their future role as wives. These skills included sewing, needlework, drawing, cooking, singing, and playing a musical instrument. While boys' schooling focused on academic and functional skills, the education of girls was geared towards domestic tasks and the arts.
However, as the Victorian era progressed, there was a growing demand for women's education, and women's colleges began to emerge. The first women's colleges at Oxford and Cambridge were founded in the 1860s and 1870s, marking a significant step forward in educational opportunities for women. The University of London played a pivotal role in this progress by becoming the first university in the UK to award degrees to women in 1878. This development was closely linked to the campaign for women's suffrage, with many women advocating for both educational and political rights.
The establishment of women's colleges was a response to the increasing frustration among women regarding the limited and inferior quality of education available to them. By the Victorian era, women were seeking the same educational opportunities that were being offered to men. This shift was influenced by the industrial age, which provided men with avenues for self-improvement through education. As a result, women began to demand access to similar avenues, and the opening of women's colleges was a direct consequence of this growing movement for gender equality in education.
One notable example of a women's college in the Victorian era was the Royal Holloway Academy, founded by Thomas Holloway and named after his wife, Jane. Royal Holloway was the largest all-female college in Britain at the time. Its affiliation with the University of London significantly contributed to the increase in graduation rates for women, raising the proportion of female graduates to 30 percent.
While the emergence of women's colleges during the Victorian era represented a significant advancement in women's education, the journey towards equal educational opportunities was a gradual one. Even after the establishment of these colleges, there was still resistance and opposition to the idea of women pursuing higher education. It was not until the early 20th century that Oxford and Cambridge fully accepted women as members and allowed them to obtain degrees on equal terms with men.
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Elementary education became mandatory
The Victorian Era saw significant developments in education in England, with legislative changes making elementary education compulsory for both boys and girls. This was a major shift, as for centuries, education had been largely inaccessible to females, with universities like Oxford and Cambridge only admitting male students.
During the Victorian Era, public education evolved significantly due to new laws that expanded access to education. The 1870 Education Act was a landmark moment, making elementary education mandatory for both males and females. This was a notable change, as prior to this, education was often reserved for the wealthy or upper-class families, who could afford to send their children to fee-paying schools or employ governesses. Even within these privileged circles, boys' education was prioritised over girls', reflecting the societal expectations of the time. Boys were prepared for future roles with academic and functional skills, while girls were taught sewing, needlework, drawing, and music to become ideal wives and mothers.
The push for compulsory education gained momentum with Parliament's authorisation of funds in 1833 for constructing schools for the poor children of England and Wales. This was a step towards a more unified education system, addressing the previous lack of centralised organisation in schooling. The Factory Act of 1833 also mandated employers to provide half-time education for employees under 13, though compliance was often lacking.
The establishment of Ragged Schools was another significant development, providing free basic education to orphans and impoverished children. These schools, started by a Portsmouth cobbler named John Pounds, spread to London, with the Ragged School Union teaching over 40,000 children by 1861. The Church of England and the non-conformist movement also contributed to elementary education, adopting the Lancaster System, where the brightest pupil taught what they learned to their peers.
By 1880, legislation enforced compulsory school attendance for children between the ages of 5 and 10, with parents facing fines for non-compliance. The Free Education Act of 1891 provided state payment of school fees, aiding poor children's access to education. The school-leaving age was gradually raised, and by 1893, it was set at 11. These legislative changes not only made elementary education mandatory but also worked to ensure that children from all socioeconomic backgrounds had access to schooling, marking a significant step forward in the history of education in England.
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Rote learning was common
During the Victorian era, education in England underwent significant changes due to legislative reforms. However, the practice of rote learning was prevalent, especially in the early years of this period. Rote learning refers to a method of teaching that involves repetition and memorization of information conveyed by the teacher. While it may facilitate the acquisition of basic skills like reading and writing, rote learning has been criticized for stifling creativity and neglecting the development of individual talents.
In the context of Victorian-era London, rote learning was a common feature of education for both boys and girls, though their paths diverged significantly. Boys from wealthy families often attended fee-paying schools, while girls of the same social standing were educated at home by governesses or tutors. The curriculum for boys in these schools focused on academic and functional skills, molding them into Christian gentlemen, while girls were taught sewing, needlework, drawing, and music—skills intended to prepare them for their future roles as wives and homemakers.
The disparity in education between the sexes was stark, reflecting the societal expectations of the time. Boys' education was prioritized, as it was considered a stepping stone to higher social status and a pathway to the aristocracy for the burgeoning middle class. In contrast, girls' education was often an afterthought, and they were not sent to public schools. This inequality extended beyond the home and into the universities, which were exclusively male domains during the early Victorian era. These institutions provided professional education for lawyers, doctors, clergy, and secondary-school teachers.
However, change was on the horizon. The Enlightenment, which preceded the Victorian era, left a lasting impact on educational philosophies, emphasizing the importance of literacy and knowledge acquisition. This, coupled with increased government involvement in education, contributed to a notable rise in literacy rates during the 19th century. By the 1860s, literacy rates among both men and women had reached approximately 90%, a significant increase from the 53% literacy rate recorded in 1820.
The push for educational reform culminated in the passage of the Education Act in 1870, mandating elementary education for both males and females. This legislative milestone marked a turning point in Victorian education, challenging the prevailing gender norms in schooling. Women's colleges began to emerge, and the London School of Medicine for Women, founded in 1874, became the first institution in Britain to train female doctors. In 1876, University College, Bristol, opened its doors as the first co-educational university college in England, although it could not award degrees.
Despite these advancements, the battle for equal access to higher education persisted. While the University of London awarded degrees to the first four women in 1880, most Oxford and Cambridge colleges resisted admitting female students until the next century. It wasn't until 1920 and 1948, respectively, that women were finally granted degrees at these prestigious universities.
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Literacy rates rose
Firstly, the Victorian era saw increased government involvement in education. In 1833, Parliament allocated funds for the construction of schools for poor children in England and Wales. This was followed by a series of legislative changes that aimed to expand access to education, culminating in the Education Act of 1870, which mandated elementary education for both males and females. While secondary education for girls from upper-class families only became a consideration in the 1890s, the establishment of women's colleges and the admission of women to previously all-male universities marked significant progress. The University of London, for example, saw a notable increase in graduation rates for women, with 30% of its graduates being women after the admission of women to its colleges.
Another factor contributing to the rise in literacy rates was the influence of the Enlightenment, which emphasized the importance of philosophical writings and encouraged a culture of reading and writing. The Enlightenment may have tapered off before the Victorian period, but its residual effects created a steady increase in literacy rates. Additionally, the Church of England played a role in promoting education, particularly in teaching children to read the Bible.
The methods of teaching during the Victorian era also contributed to the rise in literacy rates. Teaching by rote was common, with children learning by repeating and memorizing what their teachers said. This method, while lacking in creativity, placed a strong emphasis on learning to read and write. The upper classes often employed governesses to teach their young children the basics of reading and writing until they were approximately ten years old. Middle-class families also aspired for their children to receive higher education, and scholarships were sometimes offered to those with academic promise.
The content of education during the Victorian era varied based on gender and class. Boys from wealthy families were sent to fee-paying schools or were taught by governesses, while girls were educated at home and taught skills like sewing, needlework, drawing, and music. These skills were considered essential for their future roles as wives and homemakers. However, as the era progressed, there was a growing recognition of the value of education for both sexes, and various types of schools emerged to meet the demand for education.
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Frequently asked questions
During the Victorian Era, education was mostly for children from upper-class backgrounds. Boys were taught academic and functional skills, while girls were taught sewing, needlework, drawing, and music. Most children did not attend school and worked to earn money for their families. However, as time passed, parents began to see the value in teaching their children to read and write.
During the early Victorian Era, universities were exclusive to men. However, in 1874, the London School of Medicine for Women was founded, becoming the first medical school in Britain to train women. In 1880, the first four women were awarded BA degrees at the University of London.
During the early Victorian Era, universities provided a professional education for lawyers, doctors, the clergy, and secondary-school teachers.
In primary and secondary schools, teaching was mainly done by rote. Children learned by repeating and memorizing what the teacher said. There was little room for creativity, and the focus was on learning to read and write.
