by Rachel Stockton

Created on: August 04, 2011   Last Updated: August 05, 2011

Victorian England's historical relevance is profound; spanning Queen Victoria's reign from 1837-1901, the era is often referred to as the "parent of the modern." The radically shifting demographic that resulted from the Industrial Revolution in years prior brought about societal and educational changes throughout; these changes resound to this day.

At the time, British population was transformed from a rural one in which textile work was parceled out to farm wives to piece together in their homes, to a metropolitan one.  The Industrial Revolution rendered obsolete textile "homework," and created a profound need for workers living in closer proximity to factories.  In short shrift, the country became largely urbanized.

During the early part of the Victorian era, education was relatively rare.  However, as time progressed it came to the fore of cultural consciousness that education was man's way of not only bettering himself, but society as a whole.  In part, the concept of the invention process as a means to solve problems led the Victorian mindset to this realization.

In order to fully appreciate the educational opportunities afforded men in the Victorian era, it's important to extrapolate and consider social mores prevalent at the time.

The process of recognizing the necessity for compulsory education did not occur all at once, nor did it occur non-prejudicially, at least initially.  Until 1880, ten years after the 1870 Education Act, formal education was a luxury primarily reserved for upper and middle class males. Children in poverty were encouraged to work as soon as they were capable in an effort to assist their families financially.   In his novels, Victorian author Charles Dickens depicts the horrific plight of these children.

Females were "expected" to marry and have families; their education was minimal.  They were taught at home by governesses and typically studied French, drawing, musical arts and geography.  Some governesses, if they were so inclined, also taught young women practical skills that would prove helpful once they established their own families; these classes consisted of sewing, embroidery, and basic bookkeeping skills, referred to as the study of "accounts."

Although some families sent their girls to boarding schools, an education from Oxford or Cambridge was not considered a practical option for female offspring at that time.

All of that said, conditions were more favorable for privileged,

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