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The Renaissance Battle of the Sexes Online!

                 

 

Education and Apprenticeship

For many men, their roles in society were pre-determined or decided at a very young age. The scientist or philosopher would have been recognized by the age of 13, and then sent to a teacher to become an apprentice. At specialized schools for art and science the apprentice would focus mainly on developing their own skills by following the master and completing the work the master had started. Most Renaissance artists were apprentices at one time and/or became a teacher to another apprentice. Artistic and scientific skill was held as the supreme intelligence of the time. An apprentice would live and eat with his master for free. To return the favor, the apprentice would work without pay, completing many of the masterís works. The master scientist would share his theories with his apprentice in hopes that one day he could continue his work. They would assist each other in scientific experiments that were carefully devised over months of planning. The master would always receive credit for all of the work done by his apprentice, unless the apprentice claimed independence and no longer was being taught by the master. The claim would need to have been made long before the apprentice released his work to the public.

The typical student who hadnít developed artistically or scientifically, would be expected to follow the footsteps of their father, or find a trade that appealed to them. There was no emphasis on schooling and learning had to be done on their own time. Most people in the village could not read and write, and were very ignorant to the ways of others. Many literate people were unsure of their own literacy, and also never had a decent education to begin with. In 1998 Italy had a literacy rate of 97 percent versus an average of 40 percent during its Renaissance, which was mainly superficial literacy held by clerks, priests, and monks. History was taught (if taught at all) through religious texts by family. The average teenage male had trouble multiplying and dividing, and fractions were the most difficult concept of the time. Typical schooling would have been terminated in the early teenage years.

 

 

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Note: This page has been created as a result of research done by students at Plymouth-Salem High School as part of a Humanities class. All data presented, unless otherwise noted, derives from these research materials. Any inaccuracy of information is accidental. Thank you for visiting our site!

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