Elementary Education and the Practices of Literacy in Catholic Girls' Schools in Early Modern Germany

Autor/in	Rutz, Andreas
Titel	Elementary Education and the Practices of Literacy in Catholic Girls' Schools in Early Modern Germany
Quelle	In: Paedagogica Historica: International Journal of the History of Education, 48 (2012) 2, S.283-298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0030-9230
DOI	10.1080/00309230.2011.603344
Schlagwörter	Catholic Schools; Literacy Education; Nuns; Catholics; Elementary Education; Coeducation; Attendance; Foreign Countries; Religious Education; Females; Educational History; Mathematics Instruction; Socialization; Social Class; Germany + Suchen Sie Ihr Suchwort? Katholische Schule; Nun; Nonne; Katholik; Elementarunterricht; Koedukation; Anwesenheit; Ausland; Kirchliche Erziehung; Religionserziehung; Religionspädagogik; Weibliches Geschlecht; History of education; Bildungsgeschichte; Mathematics lessons; Mathematikunterricht; Socialisation; Sozialisation; Social classes; Soziale Klasse; Deutschland
Abstract	Girls' schools in the early modern era were largely run by nuns and can therefore be distinguished as Catholic institutions of learning. These schools flourished in the Catholic parts of Europe since the turn of the seventeenth century. Despite their focus on religious education, elementary skills such as reading, writing and sometimes arithmetic were taught as well. Based on curricula, didactical methods and the texts used in class, the article analyses the practices of literacy in Catholic girls' schools in seventeenth and eighteenth century Germany. As the intentions of school founders and teachers reveal, the acquisition of literacy by the female population was not an end in itself. It rather served the denominational, gender- and class-specific socialisation of the girls. Nevertheless, learning to read and write enabled the girls to participate in the literate culture of their times. The impact of schooling on female literacy can be measured by correlating literacy rates and data on school attendance. Compared to coeducational schools where girls often only learned to read, whereas the boys were also taught writing, girls' schools proved to be the better alternative. (Contains 1 table and 77 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10