For other uses, see Essay (disambiguation).
For a description of essays as used by Wikipedia editors, see Wikipedia:Essays.
"Essai" redirects here. For other uses, see Essai (disambiguation).
An essay is, generally, a piece of writing that gives the author's own argument — but the definition is vague, overlapping with those of a paper, an article, a pamphlet, and a short story. Essays have traditionally been sub-classified as formal and informal. Formal essays are characterized by "serious purpose, dignity, logical organization, length," whereas the informal essay is characterized by "the personal element (self-revelation, individual tastes and experiences, confidential manner), humor, graceful style, rambling structure, unconventionality or novelty of theme," etc.
Essays are commonly used as literary criticism, political manifestos, learned arguments, observations of daily life, recollections, and reflections of the author. Almost all modern essays are written in prose, but works in verse have been dubbed essays (e.g., Alexander Pope's An Essay on Criticism and An Essay on Man). While brevity usually defines an essay, voluminous works like John Locke's An Essay Concerning Human Understanding and Thomas Malthus's An Essay on the Principle of Population are counterexamples. In some countries (e.g., the United States and Canada), essays have become a major part of formal education. Secondary students are taught structured essay formats to improve their writing skills; admission essays are often used by universities in selecting applicants, and in the humanities and social sciences essays are often used as a way of assessing the performance of students during final exams.
The concept of an "essay" has been extended to other mediums beyond writing. A film essay is a movie that often incorporates documentary filmmaking styles and focuses more on the evolution of a theme or idea. A photographic essay covers a topic with a linked series of photographs that may have accompanying text or captions.
An essay has been defined in a variety of ways. One definition is a "prose composition with a focused subject of discussion" or a "long, systematic discourse". It is difficult to define the genre into which essays fall. Aldous Huxley, a leading essayist, gives guidance on the subject. He notes that "the essay is a literary device for saying almost everything about almost anything", and adds that "by tradition, almost by definition, the essay is a short piece". Furthermore, Huxley argues that "essays belong to a literary species whose extreme variability can be studied most effectively within a three-poled frame of reference". These three poles (or worlds in which the essay may exist) are:
- The personal and the autobiographical: The essayists that feel most comfortable in this pole "write fragments of reflective autobiography and look at the world through the keyhole of anecdote and description".
- The objective, the factual, and the concrete particular: The essayists that write from this pole "do not speak directly of themselves, but turn their attention outward to some literary or scientific or political theme. Their art consists of setting forth, passing judgment upon, and drawing general conclusions from the relevant data".
- The abstract-universal: In this pole "we find those essayists who do their work in the world of high abstractions", who are never personal and who seldom mention the particular facts of experience.
Huxley adds that the most satisfying essays "...make the best not of one, not of two, but of all the three worlds in which it is possible for the essay to exist."
The word essay derives from the French infinitive essayer, "to try" or "to attempt". In English essay first meant "a trial" or "an attempt", and this is still an alternative meaning. The Frenchman Michel de Montaigne (1533–1592) was the first author to describe his work as essays; he used the term to characterize these as "attempts" to put his thoughts into writing, and his essays grew out of his commonplacing. Inspired in particular by the works of Plutarch, a translation of whose Œuvres Morales (Moral works) into French had just been published by Jacques Amyot, Montaigne began to compose his essays in 1572; the first edition, entitled Essais, was published in two volumes in 1580. For the rest of his life, he continued revising previously published essays and composing new ones. Francis Bacon's essays, published in book form in 1597, 1612, and 1625, were the first works in English that described themselves as essays. Ben Jonson first used the word essayist in English in 1609, according to the Oxford English Dictionary.
English essayists included Robert Burton (1577–1641) and Sir Thomas Browne (1605–1682). In France, Michel de Montaigne's three volume Essais in the mid 1500s contain over 100 examples widely regarded as the predecessor of the modern essay. In Italy, Baldassare Castiglione wrote about courtly manners in his essay Il Cortigiano. In the 17th century, the JesuitBaltasar Gracián wrote about the theme of wisdom. During the Age of Enlightenment, essays were a favored tool of polemicists who aimed at convincing readers of their position; they also featured heavily in the rise of periodical literature, as seen in the works of Joseph Addison, Richard Steele and Samuel Johnson. In the 18th and 19th centuries, Edmund Burke and Samuel Taylor Coleridge wrote essays for the general public. The early 19th century, in particular, saw a proliferation of great essayists in English – William Hazlitt, Charles Lamb, Leigh Hunt and Thomas de Quincey all penned numerous essays on diverse subjects. In the 20th century, a number of essayists tried to explain the new movements in art and culture by using essays (e.g., T.S. Eliot). Whereas some essayists used essays for strident political themes, Robert Louis Stevenson and Willa Cather wrote lighter essays. Virginia Woolf, Edmund Wilson, and Charles du Bos wrote literary criticism essays.
Main article: Zuihitsu
As with the novel, essays existed in Japan several centuries before they developed in Europe with a genre of essays known as zuihitsu — loosely connected essays and fragmented ideas. Zuihitsu have existed since almost the beginnings of Japanese literature. Many of the most noted early works of Japanese literature are in this genre. Notable examples include The Pillow Book (c. 1000), by court lady Sei Shōnagon, and Tsurezuregusa (1330), by particularly renowned Japanese Buddhist monk Yoshida Kenkō. Kenkō described his short writings similarly to Montaigne, referring to them as "nonsensical thoughts" written in "idle hours". Another noteworthy difference from Europe is that women have traditionally written in Japan, though the more formal, Chinese-influenced writings of male writers were more prized at the time.
Forms and styles
This section describes the different forms and styles of essay writing. These forms and styles are used by an array of authors, including university students and professional essayists.
Cause and effect
The defining features of a "cause and effect" essay are causal chains that connect from a cause to an effect, careful language, and chronological or emphatic order. A writer using this rhetorical method must consider the subject, determine the purpose, consider the audience, think critically about different causes or consequences, consider a thesis statement, arrange the parts, consider the language, and decide on a conclusion.
Classification and division
Classification is the categorization of objects into a larger whole while division is the breaking of a larger whole into smaller parts.
Compare and contrast
Compare and contrast essays are characterized by a basis for comparison, points of comparison, and analogies. It is grouped by the object (chunking) or by point (sequential). The comparison highlights the similarities between two or more similar objects while contrasting highlights the differences between two or more objects. When writing a compare/contrast essay, writers need to determine their purpose, consider their audience, consider the basis and points of comparison, consider their thesis statement, arrange and develop the comparison, and reach a conclusion. Compare and contrast is arranged emphatically.
Descriptive writing is characterized by sensory details, which appeal to the physical senses, and details that appeal to a reader's emotional, physical, or intellectual sensibilities. Determining the purpose, considering the audience, creating a dominant impression, using descriptive language, and organizing the description are the rhetorical choices to consider when using a description. A description is usually arranged spatially but can also be chronological or emphatic. The focus of a description is the scene. Description uses tools such as denotative language, connotative language, figurative language, metaphor, and simile to arrive at a dominant impression. One university essay guide states that "descriptive writing says what happened or what another author has discussed; it provides an account of the topic".Lyric essays are an important form of descriptive essays.
In the dialectic form of the essay, which is commonly used in philosophy, the writer makes a thesis and argument, then objects to their own argument (with a counterargument), but then counters the counterargument with a final and novel argument. This form benefits from presenting a broader perspective while countering a possible flaw that some may present. This type is sometimes called an ethics paper.
An exemplification essay is characterized by a generalization and relevant, representative, and believable examples including anecdotes. Writers need to consider their subject, determine their purpose, consider their audience, decide on specific examples, and arrange all the parts together when writing an exemplification essay.
An essayist writes a familiar essay if speaking to a single reader, writing about both themselves, and about particular subjects. Anne Fadiman notes that "the genre's heyday was the early nineteenth century," and that its greatest exponent was Charles Lamb. She also suggests that while critical essays have more brain than the heart, and personal essays have more heart than brain, familiar essays have equal measures of both.
A history essay sometimes referred to as a thesis essay describes an argument or claim about one or more historical events and supports that claim with evidence, arguments, and references. The text makes it clear to the reader why the argument or claim is as such.
A narrative uses tools such as flashbacks, flash-forwards, and transitions that often build to a climax. The focus of a narrative is the plot. When creating a narrative, authors must determine their purpose, consider their audience, establish their point of view, use dialogue, and organize the narrative. A narrative is usually arranged chronologically.
An argumentative essay is a critical piece of writing, aimed at presenting objective analysis of the subject matter, narrowed down to a single topic. The main idea of all the criticism is to provide an opinion either of positive or negative implication. As such, a critical essay requires research and analysis, strong internal logic and sharp structure. Its structure normally builds around introduction with a topic's relevance and a thesis statement, body paragraphs with arguments linking back to the main thesis, and conclusion. In addition, an argumentative essay may include a refutation section where conflicting ideas are acknowledged, described, and criticized. Each argument of argumentative essay should be supported with sufficient evidence, relevant to the point.
An economic essay can start with a thesis, or it can start with a theme. It can take a narrative course and a descriptive course. It can even become an argumentative essay if the author feels the need. After the introduction, the author has to do his/her best to expose the economic matter at hand, to analyze it, evaluate it, and draw a conclusion. If the essay takes more of a narrative form then the author has to expose each aspect of the economic puzzle in a way that makes it clear and understandable for the reader
A reflective essay is an analytical piece of writing in which the writer describes a real or imaginary scene, event, interaction, passing thought, memory, or form — adding a personal reflection on the meaning of the topic in the author's life. Thus, the focus is not merely descriptive. The writer doesn’t just describe the situation, but revisits the scene with more detail and emotion to examine what went well, or reveal a need for additional learning — and may relate what transpired to the rest of the author's life.
Other logical structures
The logical progression and organizational structure of an essay can take many forms. Understanding how the movement of thought is managed through an essay has a profound impact on its overall cogency and ability to impress. A number of alternative logical structures for essays have been visualized as diagrams, making them easy to implement or adapt in the construction of an argument.
Main article: Free response
In countries like the United States and the United Kingdom, essays have become a major part of a formal education in the form of free response questions. Secondary students in these countries are taught structured essay formats to improve their writing skills, and essays are often used by universities in these countries in selecting applicants (seeadmissions essay). In both secondary and tertiary education, essays are used to judge the mastery and comprehension of the material. Students are asked to explain, comment on, or assess a topic of study in the form of an essay. In some courses, university students must complete one or more essays over several weeks or months. In addition, in fields such as the humanities and social sciences, mid-term and end of term examinations often require students to write a short essay in two or three hours.
In these countries, so-called academic essays also called papers, are usually more formal than literary ones. They may still allow the presentation of the writer's own views, but this is done in a logical and factual manner, with the use of the first person often discouraged. Longer academic essays (often with a word limit of between 2,000 and 5,000 words) are often more discursive. They sometimes begin with a short summary analysis of what has previously been written on a topic, which is often called a literature review.
Longer essays may also contain an introductory page that defines words and phrases of the essay's topic. Most academic institutions require that all substantial facts, quotations, and other supporting material in an essay be referenced in a bibliography or works cited page at the end of the text. This scholarly convention helps others (whether teachers or fellow scholars) to understand the basis of facts and quotations the author uses to support the essay's argument and helps readers evaluate to what extent the argument is supported by evidence, and to evaluate the quality of that evidence. The academic essay tests the student's ability to present their thoughts in an organized way and is designed to test their intellectual capabilities.
One of the challenges facing universities is that in some cases, students may submit essays purchased from an essay mill (or "paper mill") as their own work. An "essay mill" is a ghostwriting service that sells pre-written essays to university and college students. Since plagiarism is a form of academic dishonesty or academic fraud, universities and colleges may investigate papers they suspect are from an essay mill by using plagiarism detection software, which compares essays against a database of known mill essays and by orally testing students on the contents of their papers.
Magazine or newspaper
Main article: Long-form journalism
Essays often appear in magazines, especially magazines with an intellectual bent, such as The Atlantic and Harpers. Magazine and newspaper essays use many of the essay types described in the section on forms and styles (e.g., descriptive essays, narrative essays, etc.). Some newspapers also print essays in the op-ed section.
Employment essays detailing experience in a certain occupational field are required when applying for some jobs, especially government jobs in the United States. Essays known as Knowledge Skills and Executive Core Qualifications are required when applying to certain US federal government positions.
A KSA, or "Knowledge, Skills, and Abilities," is a series of narrative statements that are required when applying to Federal government job openings in the United States. KSAs are used along with resumes to determine who the best applicants are when several candidates qualify for a job. The knowledge, skills, and abilities necessary for the successful performance of a position are contained on each job vacancy announcement. KSAs are brief and focused essays about one's career and educational background that presumably qualify one to perform the duties of the position being applied for.
An Executive Core Qualification, or ECQ, is a narrative statement that is required when applying to Senior Executive Service positions within the US Federal government. Like the KSAs, ECQs are used along with resumes to determine who the best applicants are when several candidates qualify for a job. The Office of Personnel Management has established five executive core qualifications that all applicants seeking to enter the Senior Executive Service must demonstrate.
A film essay (or "cinematic essay") consists of the evolution of a theme or an idea rather than a plot per se, or the film literally being a cinematic accompaniment to a narrator reading an essay. From another perspective, an essay film could be defined as a documentary film visual basis combined with a form of commentary that contains elements of self-portrait (rather than autobiography), where the signature (rather than the life story) of the filmmaker is apparent. The cinematic essay often blends documentary, fiction, and experimental film making using tones and editing styles.
The genre is not well-defined but might include propaganda works of early Soviet parliamentarians like Dziga Vertov, present-day filmmakers including Chris Marker,Michael Moore (Roger & Me (1989), Bowling for Columbine (2002) and Fahrenheit 9/11 (2004)), Errol Morris (The Thin Blue Line (1988)), Morgan Spurlock (Supersize Me: A Film of Epic Portions) and Agnès Varda. Jean-Luc Godard describes his recent work as "film-essays". Two filmmakers whose work was the antecedent to the cinematic essay include Georges Méliès and Bertolt Brecht. Méliès made a short film (The Coronation of Edward VII (1902)) about the 1902 coronation of King Edward VII, which mixes actual footage with shots of a recreation of the event. Brecht was a playwright who experimented with film and incorporated film projections into some of his plays.Orson Welles made an essay film in his own pioneering style, released in 1974, called F for Fake, which dealt specifically with art forger Elmyr de Hory and with the themes of deception, "fakery," and authenticity in general. These are often published online on video hosting services.
David Winks Gray's article "The essay film in action" states that the "essay film became an identifiable form of filmmaking in the 1950s and '60s". He states that since that time, essay films have tended to be "on the margins" of the filmmaking the world. Essay films have a "peculiar searching, questioning tone ... between documentary and fiction" but without "fitting comfortably" into either genre. Gray notes that just like written essays, essay films "tend to marry the personal voice of a guiding narrator (often the director) with a wide swath of other voices". The University of Wisconsin Cinematheque website echoes some of Gray's comments; it calls a film essay an "intimate and allusive" genre that "catches filmmakers in a pensive mood, ruminating on the margins between fiction and documentary" in a manner that is "refreshingly inventive, playful, and idiosyncratic".
In the realm of music, composer Samuel Barber wrote a set of "Essays for Orchestra," relying on the form and content of the music to guide the listener's ear, rather than any extra-musical plot or story.
A photographic essay strives to cover a topic with a linked series of photographs. Photo essays range from purely photographic works to photographs with captions or small notes to full-text essays with a few or many accompanying photographs. Photo essays can be sequential in nature, intended to be viewed in a particular order — or they may consist of non-ordered photographs viewed all at once or in an order that the viewer chooses. All photo essays are collections of photographs, but not all collections of photographs are photo essays. Photo essays often address a certain issue or attempt to capture the character of places and events.
In the visual arts, an essay is a preliminary drawing or sketch that forms a basis for a final painting or sculpture, made as a test of the work's composition (this meaning of the term, like several of those following, comes from the word essayJA's meaning of "attempt" or "trial").
- ^Holman, William (2003). A Handbook to Literature (9 ed.). New Jersey: Prentice Hall. p. 193.
- ^Gale – Free Resources – Glossary – DEArchived 2010-04-25 at the Wayback Machine.. Gale.cengage.com. Retrieved March 23, 2011.
- ^Aldous Huxley, Collected Essays, "Preface".
- ^"Book Use Book Theory: 1500–1700: Commonplace Thinking". Lib.uchicago.edu. Archived from the original on 2013-08-01. Retrieved 2013-08-10.
- ^ abessay (literature) – Britannica Online EncyclopediaArchived 2009-12-04 at the Wayback Machine.. Britannica.com. Retrieved March 22, 2011.
- ^Chapter 7: Cause and Effect in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
- ^Chapter 5: Classification and Division in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
- ^Chapter 6: Comparison and Contrast in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
- ^Chapter 2: Description in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
- ^Section 2.1 of the Simon Fraser University CNS Essay Handbook. Available online at: sfu.ca
- ^"How to Write an Ethics Paper (with Pictures) - wikiHow". Archived from the original on 2016-08-28. Retrieved 2016-07-01.
- ^Chapter 4: Exemplification in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
- ^Fadiman, Anne. At Large and At Small: Familiar Essays. p. x.
- ^Fadiman, At Large and At Small, xi.
- ^History Essay Format & Thesis Statement, (February 2010)
- ^Chapter 3 Narration in Glenn, Cheryl. Making Sense: A Real-World Rhetorical Reader. Ed. Denise B. Wydra, et al. Second ed. Boston, MA: Bedford/St. Martin's, 2005.
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- ^Khomami, Nadia (20 February 2017). "Plan to crack down on websites selling essays to students announced". The Guardian. Archived from the original on 27 April 2017.
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- ^Liptak, Andrew (2016-08-01). "This filmmaker deep-dives into what makes your favorite cartoons tick". The Verge. Archived from the original on 2017-08-30. Retrieved 2017-07-05.
- ^Gray, David Winks (January 30, 2009). "The essay film in action". San Francisco Film Society. Archived from the original on March 15, 2009.
- ^"Talking Pictures: The Art of the Essay Film". Cinema.wisc.edu. Retrieved March 22, 2011.
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- Giamatti, Louis. "The Cinematic Essay", in Godard and the Others: Essays in Cinematic Form. London, Tantivy Press, 1975.
- Lopate, Phillip. "In Search of the Centaur: The Essay-Film", in Beyond Document: Essays on Nonfiction Film. Edited by Charles Warren, Wesleyan University Press, 1998. pp. 243–270.
- Warburton, Nigel. The basics of essay writing. Routledge, 2006. ISBN 0-415-24000-X, ISBN 978-0-415-24000-0
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This article is about institutions for learning. For the concept of "schooling", see Education. For other uses of the word "school", see School (disambiguation) and Educational institution.
"Schooling" redirects here. For the surname, see Schooling (surname).
A school is an institution designed to provide learning spaces and learning environments for the teaching of students (or "pupils") under the direction of teachers. Most countries have systems of formal education, which is commonly compulsory. In these systems, students progress through a series of schools. The names for these schools vary by country (discussed in the Regional section below) but generally include primary school for young children and secondary school for teenagers who have completed primary education. An institution where higher education is taught, is commonly called a university college or university.
In addition to these core schools, students in a given country may also attend schools before and after primary and secondary education. Kindergarten or pre-school provide some schooling to very young children (typically ages 3–5). University, vocational school, college or seminary may be available after secondary school. A school may be dedicated to one particular field, such as a school of economics or a school of dance. Alternative schools may provide nontraditional curriculum and methods.
There are also non-government schools, called private schools. Private schools may be required when the government does not supply adequate, or special education. Other private schools can also be religious, such as Christian schools, madrasa, hawzas (Shi'a schools), yeshivas (Jewish schools), and others; or schools that have a higher standard of education or seek to foster other personal achievements. Schools for adults include institutions of corporate training, military education and training and business schools.
In home schooling and online schools, teaching and learning take place outside a traditional school building. Schools are commonly organized in several different organizational models, including departmental, small learning communities, academies, integrated, and schools-within-a-school.
The word school derives from Greek σχολή(scholē), originally meaning "leisure" and also "that in which leisure is employed", but later "a group to whom lectures were given, school".
History and development
Main article: History of education
The concept of grouping students together in a centralized location for learning has existed since Classical antiquity. Formal schools have existed at least since ancient Greece (see Academy), ancient Rome (see Education in Ancient Rome) ancient India (see Gurukul), and ancient China (see History of education in China). The Byzantine Empire had an established schooling system beginning at the primary level. According to Traditions and Encounters, the founding of the primary education system began in 425 AD and "... military personnel usually had at least a primary education ...". The sometimes efficient and often large government of the Empire meant that educated citizens were a must. Although Byzantium lost much of the grandeur of Roman culture and extravagance in the process of surviving, the Empire emphasized efficiency in its war manuals. The Byzantine education system continued until the empire's collapse in 1453 AD.
In Western Europe a considerable number of cathedral schools were founded during the Early Middle Ages in order to teach future clergy and administrators, with the oldest still existing, and continuously operated, cathedral schools being The King's School, Canterbury (established 597 CE), King's School, Rochester (established 604 CE), St Peter's School, York (established 627 CE) and Thetford Grammar School (established 631 CE). Beginning in the 5th century CE monastic schools were also established throughout Western Europe, teaching both religious and secular subjects.
Islam was another culture that developed a school system in the modern sense of the word. Emphasis was put on knowledge, which required a systematic way of teaching and spreading knowledge, and purpose-built structures. At first, mosques combined both religious performance and learning activities, but by the 9th century, the madrassa was introduced, a school that was built independently from the mosque, such as al-Qarawiyyin, founded in 859 CE. They were also the first to make the Madrassa system a public domain under the control of the Caliph.
Under the Ottomans, the towns of Bursa and Edirne became the main centers of learning. The Ottoman system of Külliye, a building complex containing a mosque, a hospital, madrassa, and public kitchen and dining areas, revolutionized the education system, making learning accessible to a wider public through its free meals, health care and sometimes free accommodation.
In Europe, universities emerged during the 12th century; here, scholasticism was an important tool, and the academicians were called schoolmen. During the Middle Ages and much of the Early Modern period, the main purpose of schools (as opposed to universities) was to teach the Latin language. This led to the term grammar school, which in the United States informally refers to a primary school, but in the United Kingdom means a school that selects entrants based on ability or aptitude. Following this, the school curriculum has gradually broadened to include literacy in the vernacular language as well as technical, artistic, scientific and practical subjects.
Obligatory school attendance became common in parts of Europe during the 18th century. In Denmark-Norway, this was introduced as early as in 1739-1741, the primary end being to increase the literacy of the almue, i.e. the "regular people". Many of the earlier public schools in the United States and elsewhere were one-room schools where a single teacher taught seven grades of boys and girls in the same classroom. Beginning in the 1920s, one-room schools were consolidated into multiple classroom facilities with transportation increasingly provided by kid hacks and school buses.
The use of the term school varies by country, as do the names of the various levels of education within the country.
United Kingdom and Commonwealth of Nations
In the United Kingdom, the term school refers primarily to pre-university institutions, and these can, for the most part, be divided into pre-schools or nursery schools, primary schools (sometimes further divided into infant school and junior school), and secondary schools. Various types of secondary schools in England and Wales include grammar schools, comprehensives, secondary moderns, and city academies. In Scotland, while they may have different names, all Secondary schools are the same, except in that they may be funded by the state, or independently funded (see next paragraph). It is unclear if "Academies", which are a hybrid between state and independently funded/controlled schools and have been introduced to England in recent years, will ever be introduced to Scotland. School performance in Scotland is monitored by Her Majesty's Inspectorate of Education. Ofsted reports on performance in England and Estyn reports on performance in Wales.
In the United Kingdom, most schools are publicly funded and known as state schools or maintained schools in which tuition is provided free. There are also private schools or independent schools that charge fees. Some of the most selective and expensive private schools are known as public schools, a usage that can be confusing to speakers of North American English. In North American usage, a public school is one that is publicly funded or run.
In much of the Commonwealth of Nations, including Australia, New Zealand, India, Pakistan, Bangladesh, Sri Lanka, South Africa, Kenya, and Tanzania, the term school refers primarily to pre-university institutions.
In ancient India, schools were in the form of Gurukuls. Gurukuls were traditional Hindu residential schools of learning; typically the teacher's house or a monastery. During the Mughal rule, Madrasahs were introduced in India to educate the children of Muslim parents. British records show that indigenous education was widespread in the 18th century, with a school for every temple, mosque or village in most regions of the country. The subjects taught included Reading, Writing, Arithmetic, Theology, Law, Astronomy, Metaphysics, Ethics, Medical Science and Religion.
Under the British rule in India, Christian missionaries from England, USA and other countries established missionary and boarding schools throughout the country. Later as these schools gained in popularity, more were started and some gained prestige. These schools marked the beginning of modern schooling in India and the syllabus and calendar they followed became the benchmark for schools in modern India. Today most of the schools follow the missionary school model in terms of tutoring, subject / syllabus, governance etc.with minor changes. Schools in India range from schools with large campuses with thousands of students and hefty fees to schools where children are taught under a tree with a small / no campus and are totally free of cost. There are various boards of schools in India, namely Central Board for Secondary Education (CBSE), Council for the Indian School Certificate Examinations (CISCE), Madrasa Boards of various states, Matriculation Boards of various states, State Boards of various boards, Anglo Indian Board, and so on. The typical syllabus today includes Language(s), Mathematics, Science — Physics, Chemistry, Biology, Geography, History, General Knowledge, Information Technology / Computer Science etc.. Extra curricular activities include physical education / sports and cultural activities like music, choreography, painting, theater / drama etc.
In much of continental Europe, the term school usually applies to primary education, with primary schools that last between four and nine years, depending on the country. It also applies to secondary education, with secondary schools often divided between Gymnasiums and vocational schools, which again depending on country and type of school educate students for between three and six years. In Germany students graduating from Grundschule are not allowed to directly progress into a vocational school, but are supposed to proceed to one of Germany's general education schools such as Gesamtschule, Hauptschule, Realschule or Gymnasium. When they leave that school, which usually happens at age 15-19 they are allowed to proceed to a vocational school. The term school is rarely used for tertiary education, except for some upper or high schools (German: Hochschule), which describe colleges and universities.
In Eastern Europe modern schools (after World War II), of both primary and secondary educations, often are combined, while secondary education might be split into accomplished or not. The schools are classified as middle schools of general education and for the technical purposes include "degrees" of the education they provide out of three available: the first — primary, the second — unaccomplished secondary, and the third — accomplished secondary. Usually the first two degrees of education (eight years) are always included, while the last one (two years) gives option for the students to pursue vocational or specialized educations.
North America and the United States
In North America, the term school can refer to any educational institution at any level, and covers all of the following: preschool (for toddlers), kindergarten, elementary school, middle school (also called intermediate school or junior high school, depending on specific age groups and geographic region), high school (or in some cases senior high school), college, university, and graduate school.
In the United States, school performance through high school is monitored by each state's department of education. Charter schools are publicly funded elementary or secondary schools that have been freed from some of the rules, regulations, and statutes that apply to other public schools. The terms grammar school and grade school are sometimes used to refer to a primary school.
Ownership and operation
Many schools are owned or funded by states. Private schools operate independently from the government. Private schools usually rely on fees from families whose children attend the school for funding; however, sometimes such schools also receive government support (for example, through School vouchers). Many private schools are affiliated with a particular religion; these are known as parochial schools.
Starting a school
The Toronto District School Board is an example of a school board that allows parents to design and propose new schools.
When designing a school, factors that need to be decided include:
- Goals: What is the purpose of education, and what is the school's role?
- Governance: Who will make which decisions?
- Parent involvement: In which ways are parents welcome at the school?
- Student body: Will it be, for example, a neighbourhood school or a specialty school?
- Student conduct: What behaviour is acceptable, and what happens when behaviour is inappropriate?
- Curriculum: What will be the curriculum model, and who will decide on curricula?
Components of most schools
See also: Learning environment and Learning space
Schools are organized spaces purposed for teaching and learning. The classrooms, where teachers teach and students learn, are of central importance. Classrooms may be specialized for certain subjects, such as laboratory classrooms for science education and workshops for industrial arts education.
Typical schools have many other rooms and areas, which may include:
- Cafeteria (Commons), dining hall or canteen where students eat lunch and often breakfast and snacks.
- Athletic field, playground, gym, and/or track place where students participating in sports or physical education practice
- School yards, that is, all-purpose playfields typically in elementary schools, often made of concrete, although some are being transformed into environmentally friendly teaching gardens by landscape artists such as Sharon Gamson Danks.
- Auditorium or hall where student theatrical and musical productions can be staged and where all-school events such as assemblies are held
- Office where the administrative work of the school is done
- Library where students ask librarians reference questions, check out books and magazines, and often use computers
- Computer labs where computer-based work is done and the internet accessed
Main Article: School security
The safety of staff and students is increasingly becoming an issue for school communities, an issue most schools are addressing through improved security. Some have also taken measures such as installing metal detectors or video surveillance. Others have even taken measures such as having the children swipe identification cards as they board the school bus. For some schools, these plans have included the use of door numbering to aid public safety response.[clarification needed]
Other security concerns faced by schools include bomb threats, gangs, vandalism, and bullying.
Main article: School health services
School health services are services from medical, teaching and other professionals applied in or out of school to improve the health and well-being of children and in some cases whole families. These services have been developed in different ways around the globe but the fundamentals are constant: the early detection, correction, prevention or amelioration of disease, disability and abuse from which school-aged children can suffer.
Online schools and classes
Main article: Virtual school
Some schools offer remote access to their classes over the Internet. Online schools also can provide support to traditional schools, as in the case of the School Net Namibia. Some online classes also provide experience in a class, so that when people take them, they have already been introduced to the subject and know what to expect, and even more classes provide High School/College credit allowing people to take the classes at their own pace. Many online classes cost money to take but some are offered free.
Internet-based distance learning programs are offered widely through many universities. Instructors teach through online activities and assignments. Online classes are taught the same as physically being in class with the same curriculum. The instructor offers the syllabus with their fixed requirements like any other class. Students can virtually turn their assignments in to their instructors according to deadlines. This being through via email or in the course webpage. This allowing students to work at their own pace, yet meeting the correct deadline. Students taking an online class have more flexibility in their schedules to take their classes at a time that works best for them. Conflicts with taking an online class may include not being face to face with the instructor when learning or being in an environment with other students. Online classes can also make understanding the content difficult, especially when not able to get in quick contact with the instructor. Online students do have the advantage of using other online sources with assignments or exams for that specific class. Online classes also have the advantage of students not needing to leave their house for a morning class or worrying about their attendance for that class. Students can work at their own pace to learn and achieve within that curriculum.
The convenience of learning at home has been a major attractive point for enrolling online. Students can attend class anywhere a computer can go—at home, a library or while traveling internationally. Online school classes are designed to fit your needs, while allowing you to continue working and tending to your other obligations. Online school education is divided into three subcategories: Online Elementary School, Online Middle School, Online High school.
As a profession, teaching has levels of work-related stress (WRS) that are among the highest of any profession in some countries, such as the United Kingdom and the United States. The degree of this problem is becoming increasingly recognized and support systems are being put into place.Teacher education increasingly recognizes the need to train those new to the profession to be aware of and overcome mental health challenges they may face.
Stress sometimes affects students more severely than teachers, up to the point where the students are prescribed stress medication. This stress is claimed to be related to standardized testing, and the pressure on students to score above average.See Cram school.
According to a 2008 mental health study by the Associated Press and mtvU, eight in 10 college students[where?] said they had sometimes or frequently experienced stress in their daily lives. This was an increase of 20% from a survey five years previously. 34 percent had felt depressed at some point in the past three months, 13 percent had been diagnosed with a mental health condition such as an anxiety disorder or depression, and 9 percent had seriously considered suicide.
Discipline towards students
Main article: School discipline
Schools and their teachers have always been under pressure — for instance, pressure to cover the curriculum, to perform well in comparison to other schools, and to avoid the stigma of being "soft" or "spoiling" toward students. Forms of discipline, such as control over when students may speak, and normalized behaviour, such as raising a hand to speak, are imposed in the name of greater efficiency. Practitioners of critical pedagogy maintain that such disciplinary measures have no positive effect on student learning. Indeed, some argue that disciplinary practices detract from learning, saying that they undermine students' individual dignity and sense of self-worth—the latter occupying a more primary role in students' hierarchy of needs.
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