Boys and girls
in The life–cycle in Western Europe, c.1300-c.1500
Abstract only
Log-in for full text

You are not authenticated to view the full text of this chapter or article.

manchesterhive requires a subscription or purchase to access the full text of books or journals - to see content that you/your institution should have access to, please log in through your library system or with your personal username and password.

If you are authenticated and think you should have access to this title, please contact your librarian.

Non-subscribers can freely search the site, view abstracts/extracts and download selected front and end matter. 

Institutions can purchase access to individual titles; please contact manchesterhive@manchester.ac.uk for pricing options.

ACCESS TOKENS

If you have an access token for this content, you can redeem this via the link below:

Redeem token

This chapter considers the forms that vocational training took and the options available to the growing child in the years 1300-1500. The period 1300-1500 witnessed a growing number of voices expressing the value of literacy skills and formal education to individual, familial, spiritual and commercial development. The Church had made the provision of schooling a canonical requirement. For both sexes and across social groups, education was directed at providing them with the skills required for adult life. Since the nineteenth century, the fundamentals of a child's early education in Western Europe have been reading, writing and arithmetic. Schools are the main forums for this training, as well as providing common cultural and social experiences for five-to-fourteen-year-olds. For the aristocratic boy, later childhood saw him move out of the domestic sphere and the world of women, be that nursery or nunnery, and into the public arena for training among men.

Metrics

All Time Past Year Past 30 Days
Abstract Views 26 26 2
Full Text Views 0 0 0
PDF Downloads 2 2 2