GIRLS EDUCATION IN THE 19TH CENTURY.

The early 19th century was a time of great change in education in New England, especially for girls.
In 1789, Boston public primary schools became coeducational. High schools, however, usually did
not admit girls until about 1820. The school term for girls was also shorter, but nevertheless, girls’
education in Boston improved rapidly after the American Revolution.1 The question is, of course,
why?
First, the new republican ideology gave force to a new movement towards egalitarianism. Although
women remained second-class citizens, the new republican individualism gave them a positive vision
of womanhood. They earned respect as “republican mothers,” who contributed to the important
task of raising republican children. Secondly, a result of the new republican ideology was a great
expansion of education, which became an important element of a virtuous republican society.

http://www.bostonhistory.org/pdf/Kermes%20article_final.pdf

EDUCATION FOR DIFFERENT CLASSES OF CHILDREN IN THE 19TH CENTUR.

In the 19th century there were dame schools for very young children. They were run by women who taught a little reading, writing and arithmetic. However many dame schools were really a child minding service.
Nevertheless in the 19th century Friedrich Frobel (1782-1852) and Maria Montessori (1870-1952) invented more progressive methods of educating infants.
Girls from upper class families were taught by a governess. Boys were often sent to public schools like Eaton. In 19th century public schools boys were taught the classics like Latin but little else. Science and technical subjects were neglected. Public schools also placed great emphasis on character building through sports and games.
Middle class boys went to grammar schools. Middle class girls went to private schools were they were taught 'accomplishments' such as music and sewing.
At the beginning of the 19th century two men Joseph Lancaster (1778-1838) and Andrew Bell independently invented a new method of educating the working class. In the Lancaster system the most able pupils were made monitors and they were put in charge of other pupils. The monitors were taught early in the day before the other children arrived. When they did the monitors taught them.
Punishments were still brutal in the 19th century. They included beatings. Furthermore less able pupils were humiliated by being forced to wear a 'dunce's cap'.
The state did not take responsibility for education until 1870. Forsters Education Act laid down that schools should be provided for all children. If there were not enough places in existing schools then board schools were built. In 1880 school was made compulsory for 5 to 10 year olds. However school was not free, except for the poorest children until 1891 when fees were abolished. From 1899 children were required to go to school until they were 12.

http://www.localhistories.org/education.html

Education in 19th century

...not until the 1840s did an organized system exist. Education reformers like Horace Mann and Henry Barnard, working in Massachusetts and Connecticut respectively, helped create statewide common-school systems. These reformers sought to increase opportunities for all children and create common bonds among an increasingly diverse population. They also argued education could preserve social stability and prevent crime and poverty.
Common-school advocates worked to establish a free elementary education accessible to everyone and financed by public funds. As such, they advocated public schools should be accountable to local school boards and state governments. They also helped establish compulsory school attendance laws for elementary-age children. By 1918, such laws existed in all states.

http://www.chesapeake.edu/library/EDU_101/eduhist_19thC.asp