What was the impact of the
printing
press on education?
Education in the middle ages, before the printing press:
- Education in the middle ages was
mostly for people going into church careers, plus a few
rich people
(most scholars had church positions)
- education expanded but it was still pretty rare
- literacy rate
Impact of the printing press, first 100 years
- increase in literacy rate
- more people read the Bible
- printing press aids spread of new scientific ideas
- Caxton is an example of how more kinds of books begin
to be
printed--how to play chess, romances
Jump to mid 1700s, industrial revolution is beginning:
Industry was spreading, particularly with the development of
the Factory System, and that led to a
wider interest in science
and technology.
- We talked a little about the steam engine in the
industrial
revolution, but perhaps the most important development of
the
industrial revolution was the development of factories
- the first big industry was cotton textile
factories, though other kinds of factories developed as
well
- machines had been used some by workers who
did
piece work at home with spinning wheels and hand
looms. What
brought the workers together into a factory was the
invention of
machines for spinning that could spin more than one thread
at a time
and then the application of water power first to spinning
(1764-1779)
Spinning
Jenny
and then to
weaving 1786-1788
PEM photo--power loom (Slater Mill)
- There was a big market for cotton cloth
- With these technologies the industry took
off--by
1833 237,000 people were employed in cotton textile
factories in England
- key shift of the industrial
revolution--shift
from the majority of people working on farms to the
majority working in
industry
- this was a whole new way
of life
- 46% of workers were women, 15%
children under
the age of 13 ( Child
Labor )
- wages were barely enough for a family
to
survive if all members over the age of 8 worked
- in some areas 1/2 to 3/4 of worker
families
lived in a single room with no plumbing
(dumped their chamber pot into the street or gutter)
- reform laws started in 1833--
factory act of 1833 forbade employment of children under 9
and
limited hours for children to 9 hours a day for children
9-13 and 12
hours a day for children 13-18
- Chartist
movement
fought unsuccessfully for political change, but conditions
gradually
improved.
- schools were created to educate workers in
their
spare time (usually just Sunday)
Because of industrialization people are very aware of living
in a new
kind of world. How do you adapt to living in an
industrial
society? You had better learn more about technology if
you want
to get ahead. The industrial revolution creates a demand
for
books about technology and science.
By the early 19th century books were being published designed
to help
people learn for themselves, so education wouldn't be limited
to those
who could afford to go to schools and universities.
Learning was
being democratized. We need to look more carefully at
that how
that happened.
Self-education by books was possible partly because of
improved
printing presses made possible cheaper books
- the first group was faster because they didn't use a
screw
mechanism to press the paper to the type
- then several inventors tried to develop a rotary
printing
system, and Friedrich Koenig finally succeeded in 1814
People wanted to learn about science and technology by
reading
books.
Lienhard gives you a good example.
Few people remember the books students read in the 19th
century,
but they tell us a lot about what knowledge was available, how
it was
taught (and how that was changing) and what people thought of
science
and technology. Technology (how machines worked) was
actually a
bigger part of education before the mid-19th century.
After that
science began to be taught in a more theoretical way.
Consider another example of the earlier thinking (late 18th
early 19th
century) about living in a new technological age: what do
people need
to know?
Amos
Eaton
The history of Rensselaer
Polytechnic shows the struggles of early engineering schools
- The Rensselaer School was founded in 1825,
the
first civilian technical school on the college
level. Stephen
Van Rensselaer put up the money and Amos
Eaton (1776-1842) provided the ideas and directed
the new school.
- Eaton was a scientist--he educated himself
while
in jail
- Eaton stressed that students would learn
science
from its practical applications. At Rensselaer: "In
every branch
of learning, the pupil begins with its practical
application; and is
introduced to a knowledge of elementary principles, from
time to time,
as his progress requires. After visiting a bleaching
factory, he
returns to the laboratory and produced the chlorine gas
and experiments
upon it, until he is familiar with all the elementary
principles
appertaining to that curious substance." Eaton was
struggling to figure
out the relationship between science and engineering
education.
He was also a pioneer of hands-on education.
- Van Rensselaer wrote in 1824: "My
principal
object is, to qualify teachers for instructing the sons
and daughters
of Farmers and Mechanics, by lectures or otherwise, in the
application
of experimental chemistry, philosophy, and natural
history, to
agriculture, domestic economy, the arts and manufactures."
- Rensselaer was reorganized to teach more
courses
in engineering, particularly after Eaton left in
1842. The
trustees hired a director, B.
Franklin Greene, who was committed to the French model
. This
proved successful, and for twenty years or so Rensselaer
was the
civilian equivalent of West Point for training in civil
engineering.