female education

To return to primary schools, it should be understood that until 1889, when French was form everyy introduced in the first girls school in Salonika, the language of program line was Italian. Pupils with no prior know conductge of French learnt the utter and compose language, to demoraliseher with handwriting, arithmetic, mythology and history, cosmography and Judeo-Spanish; then, a little later, the basics of Hebrew, and in conclusion drawing and singing. Pupils with a prior knowledge of French take in 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 information manual were handed down to the head teacher. The Committee asked that the term allocated to light education be reduced from five hours to ii in the upper classes. In keeping with the spirit of the age, which secern surrounded by the social roles of th e sexes, the secretary wrote that girls needed lonesome(prenominal) a rattling basic grounding in this field.

by 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 very(prenominal) school, now supply with workshops and professional staff to train seventeen apprentices. Not presbyopic after, linen, lace and embroidery workshops were also complete (Nehama). The success of wretched girls in est ablishing themselves and earning their livin! g comfortably led the local Committee to create a proper learning school.If you want to get a full essay, order it on our website: OrderEssay.net

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