Renaissance 16th and 17th

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During the 15th and 16th century Renaissance Education was beginning to

prosper thoughout Englang and the rest of the world, during those two centuries of

out past. Many were taught by great philospheres of our time, and thisought the

Custom writing service offers papers on Renaissance 16th and 17th best learning of the day. During the 15th and 16th, school children were taught

different subjects than what we learn today.

There are many things that are similar and different between the young

children of the renaissance, and the children of the 1st century. Is that normal

people learned to write and to read and to calculate.(Autorbis1) In England,

France, and Low Countries. Commoners were getting more education than the

young men that was in the upper-classmen (Autorbis). Commoners parents

whose could afford Guild entry fees were able to apprentice towards the end of the

Middle Ages.(Google1)The Renaissance was a period of which education for

young men in mathematics and classical became widespread (scrarboroughhren1).

The interest in the culture of acient Greece and Rome was revived

(scrarboroghern1-). Theyought many differenct educators to introduce a new

learning to the young men. Schools were taught subjects as science, hsitory,

geography, music and physical training (scarboroghren1). These popular subjects

serve as example for educators for more 400 years later.

The important of science was set forth in the writing of the 16th cenutry as

told by (Bacon) who stressed the priciple of learning. One of the major influence

that made renaissance education what it is, Charlemagne. Charlemange gathered a

group of the most scholary men whom he could find for England and through out

the world. Alcujin from England, Peter of Tuscany, Paul the Lombard, Theodulph

of the Visigoths and Engihhard from the Rhineland.(Durant487) These men were

as you say creative thinkers of their time, representing the best education of the

15th century time(Durant487). They were taught based on tradition and moral of

scholar.(Durant487). Charlemagne was excited about the letters tha he was

recieving for young boys to want to go to his new school . To get educated and to

make something of themselves. Children were writing to the bishop and Abbots

to learn more about Charlemagne school. (Durant488)

Other resources that they use was the bible, and manuscripts. Care was

taken to obtain the most corrects readings of thess manuscripts and were copied in

order for the young men to recite and know the bible and other writing,

Charlemagne was not a scholar, he couldnt even write nothing more and his name

(Durant76) But he possessed a vast information of which his inquiring mind had

stored up for the future in education(Durant76). Many of his education came

from observation and experience, from traveling and of course begin questionable

(Durant77)

In this day of age, Children of young age are willing to go to school and are

excited to learn more of science, physic, other mathetical equations that they can

get a hold to. Subjects like those that a mented are still to this day are taught by

some of our educators at have recieved there teacher certification and are well

equiped toward making our young children of the future well educated.

It was not eough for others to get into the act of education in the

renaissance, and just like a lot of teachers , they only understood Latin. So Alfred

begun the translation classes and books translated into English lit.

(Changberlin65) The Consolation fo philosophy by Boethius, Bedes

Ecclesiatical History of the English Nation, part of the books made it easlier to

teach(Mills8). He also use Psalms, and many other books were put into english.

He contiuned the Anglo-Saxon Chronicals, a history for English. (Mills8) In his

reign (King Alfred) made it become a fuller narrative of life, full interest after his

death it was continued until the end of the eleventh century.

In this century teachers use the same literary as those of the renaissance

centries. Teachers of the 1 century have adopted the learning of the renaissance

era. even though the teachers and children were mostly taugh in churches or some

building that was made by some famous person (kings or philosophers) who made

a contribution in making learning more fun for the children of the renaissance and ours.

The common idea that, the renaissance had was there was such thing as a

totally illiterate person, and that going to school would prevail things like

illiteracy thoughout the Middle Ages and the nation (Mills177).With little facts,

of great numbers of ordinaray (common) work, ad to have some knowledge of

book-learning. Seamen, merchant, and agents of landlords, all had to have learnt

something(Mills177). They at least had to know their alphabets and possessd a

little bit of mathematics skills. Education, however, was general regarded with

justifiable suspicous by allanches of authority, it was impossible to surpress

education(Mills177).

King Richard III of England displayed considerable enlightment when, in

151 he merely rejected the petition of certain landowners who sought to prevent

their chidren from attending schools.(medevel10) But declared that any parent

in his kingdom was free to send their children- if a school could be found

(Medievel10). But Reformation made it difficult for educatin, and destroyed

much of the existing system of education.

In our century, schools can be found in every county, in were that children

can go to school without wanting to know if they can not go to school because

their are no schools around their town. Also, with the peition with the parents,

some, not letting them go to school. Parents of our century encourage children to

go to school, and get an education and go to college, not just to waste away their

life and not becoming anything. Dont get me wrong their are afew who still

become nothing but a bum on the streets, as in the renaissance a beggar on the

street. Wanting nothing in life but a free ride , and thats not what its about.

But there were little basic change in the practice during the sixteen century.

Schools in Protestant countries were , though the cirriculum still gave pride of

place to religions and classic studies.(Medievel11) An english traveller in

Germany in 1600 believed that all Gremans , even the lowest classes, had to have

at least a passing acquaintance with Latin, arthmetic, and music (Medieve11).

In England, over 00 new schools came into existance during the latter half of th

sixteenth century, supplying the place of those monastic schools whicch had been

swept away (Medievel11). In response to the Protestant challenge, the great

order of the Jesuits was formed 1640, one of them declared aims being the

education of children and other persons ignornt in Christianity.(Medievel1).

In their abandonment of them forcing information into the heads of the reluctant,

the Jesuitd made it considerable step forward in pedadological theory.

(Medievel1) They sought rather to spur their pupils forward by mutual rivalry,

driving classes under such names a Rome and Carthage and putting the two

sections against each other(Medievel1). The Jesuit aim was a child skilled in

receiving ideas rather than in speculating about them, able to dazzle in debate over

orginal work (Medievel1). It was long befoe the most liberal theories of

education found their way into pratice (Medievel1). There was growing

awareness that eucaion should have aoaden base, infused with the humanities

and producing a length of wise and educated people (Dickens17).

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