female education

To return to primary schools, it should be understood that until 1889, when French was form all(prenominal)y introduced in the first girls school in Salonika, the language of course of financial statement line was Italian. Pupils with no prior know leadge of French learnt the speak and compose language, to demoraliseher with handwriting, arithmetic, mythology and history, cosmography and Judeo-Spanish; then, a little later, the basics of Hebrew, and finally drawing and singing. Pupils with a prior knowledge of French determine it from the second year on. Until then, apart from the study of Turkish, the program was identical with that of the boys, indeed to the point where it attracted the criticism of the Central committal. Precise instruction manual were handed down to the head teacher. The Committee asked that the sequence allocated to light education be reduced from five hours to dickens in the upper classes. In keeping with the spirit of the age, which severalise surrounded by the social roles of the sexes, the secretary wrote that girls needed totally a rattling basic grounding in this field.

away from this, the female program differed from the boys in including sewing and embroidery lessons and, later, classes in the education of women and children, in decoration and in ironingall areas of knowledge which, check to the views of the time, were necessary for girls destined for motherhood. However, from 1879, dressmaking was taught in the equivalent school, now supply with workshops and professional staff to train xvii apprentices. Not presbyopic after, linen, lace and embroidery workshops were also open up (Nehama). The success of wretc hed girls in establishing themselves and ear! ning their living comfortably led the local Committee to create a proper development school.If you want to get a full essay, order it on our website: OrderEssay.net

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