2.1 Education in the New England Colonies

Education in the New England colonies was deeply rooted in Puritan values. Religious instruction and literacy were prioritized to create a godly society and combat Satan's influence. The Old Deluder Satan Act of 1647 mandated schools in larger towns.

Early schooling took various forms, including dame schools for young children and Latin grammar schools for boys. Higher education began with Harvard College in 1636, primarily training Puritan ministers. Gender disparities persisted, with boys receiving more formal education than girls.

Puritan Education

Religious Foundations of Puritan Education

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• Puritan influence shaped educational priorities in New England colonies
• Religious instruction formed the core of Puritan educational philosophy
• Bible reading considered essential for spiritual growth and salvation
• Catechism lessons taught children fundamental religious beliefs and moral principles
• Schools established to ensure children could read scriptures independently
• Education viewed as a means to create a godly society and preserve Puritan values

Literacy and Legislative Measures

• Old Deluder Satan Act passed in Massachusetts in 1647
• Law required towns with 50 or more families to appoint a teacher for reading and writing
• Towns with 100 or more families mandated to establish a grammar school
• Act aimed to combat Satan's efforts to keep people from scriptural knowledge
• Literacy rates in New England colonies surpassed those in England and other colonies
• By late 17th century, male literacy in New England reached approximately 70%
• Female literacy rates lower but still significant, around 45% by 1700

Early Schooling

Primary Education Institutions

• Dame schools emerged as early form of elementary education
• Typically operated by widows or unmarried women in their homes
• Focused on teaching young children basic reading, writing, and arithmetic
• Often included practical skills like sewing for girls
• Latin grammar schools prepared boys for higher education and leadership roles
• Curriculum centered on Latin, Greek, classical literature, and religious texts
• Grammar schools primarily served wealthy families and aspiring clergymen

Vocational Training and Gender Disparities

• Apprenticeship system provided practical education for many colonial children
• Young boys learned trades such as blacksmithing, carpentry, or printing
• Girls often apprenticed in domestic skills (cooking, sewing, household management)
• Apprenticeships typically lasted 7 years, providing room, board, and training
• Gender disparities in education persisted throughout colonial period
• Boys received more formal schooling opportunities than girls
• Girls' education often limited to basic literacy and domestic skills
• Some families educated daughters at home, but formal schooling for girls remained rare

Higher Education

Establishment and Development of Harvard College

• Harvard College founded in 1636 as first institution of higher learning in colonies
• Initially established to train Puritan ministers
• Curriculum included classical languages, rhetoric, logic, and theology
• Expanded over time to include natural philosophy (early sciences) and mathematics
• Admitted only male students, primarily from wealthy or influential families
• Played crucial role in educating colonial leaders and clergy
• Served as model for other colonial colleges (William and Mary, Yale)
• Library established in 1638, became largest colonial collection of books
• Gradually evolved from strict Puritan origins to broader liberal arts focus