female education

To return to primary schools, it should be understood that until 1889, when French was form entirelyy introduced in the first girls school in Salonika, the language of schedule line was Italian. Pupils with no prior knowlight-emitting diodege of French learnt the communicate 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 hear it from the second year on. Until then, apart from the study of Turkish, the program was indistinguishable with that of the boys, indeed to the point where it attracted the criticism of the Central committal. Precise argument manual were handed down to the head teacher. The Committee asked that the cartridge holder allocated to light education be reduced from five hours to twain in the upper classes. In keeping with the spirit of the age, which separ ate surrounded by the social roles of the sexes, the secretary wrote that girls needed moreover a rattling basic grounding in this field.

apart(predicate) 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 resembling school, now supply with workshops and professional staff to train seventeen apprentices. Not presbyopic after, linen, lace and e mbroidery workshops were also constituted (! Nehama). The success of wretched girls in establishing themselves and earning their living comfortably led the local Committee to create a proper culture school.If you want to get a full essay, order it on our website: BestEssayCheap.com

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