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basic schools early in the colonial period. In late 17th century Maryland, the Jesuits operated some schools. Generally the planter class hired tutors for the education of their children or sent them to private schools. During the colonial years, some sent their sons to England for schooling. In Virginia, rudimentary schooling for the poor and paupers was provided by the local parish. Most parents either home schooled their children using peripatetic tutors or sent them to small local private schools [1].the deep south (Georgia and South Carolina) schooling was carried on by private venture teachers and a hodgepodge of publicly funded projects. In the colony of Georgia at least ten grammar schools were in operation by 1770, many taught by ministers. The Bethesda Orphan House educated children. And dozens of private tutors and teachers advertized their service in newspapers. A study of women's signatures indicates a high degree of literacy in areas with schools. In South Carolina, scores of school projects were advertised in the South Carolina Gazette beginning in 1732. Though it is difficult to know how many ads yielded successful schools, many of the ventures advertized repeatedly over years, suggesting continuity.the American Revolution, Georgia and South Carolina funded public universities. In Georgia public county academies became more common, and after 1811 South Carolina opened free “common schools” for reading, writing and arithmetic. Southern states established public school systems under Reconstruction biracial governments. There were public schools for blacks, but nearly all were segregated and white legislators consistently underfunded black schools. High schools became available to whites (and some blacks) in the cities after 1900, but few rural Southerners of either race went beyond the 8th grade until after 1945.1727 in New Orleans the Sisters of the Order of Saint Ursula founded the first continually operating school for girls, Ursuline Academy . The Academy graduated the first female pharmacist, and the first woman to contribute a book of literary merit. It contained the first convent. It was the first free school and first retreat center for ladies, and first classes for female African-American slaves, free women of color, and Native Americans. In the region, Ursuline provided the first center of social welfare in the Mississippi Valley, first boarding school in Louisiana and the first school of music in New Orleans. Tax-supported schooling for girls began as early as 1767 in New England. It was optional and some towns proved reluctant. Northampton, Massachusetts, for example, was a late adopter because it had many rich families who dominated the political and social structures and they did not want to pay taxes to aid poor families. Northampton assessed taxes on all households, rather than only on those with children, and used the funds to support a grammar school to prepare boys for college. Not until after 1800 did Northampton educate girls with public money. In contrast, the town of Sutton, Massachusetts, was diverse in terms of social leadership and religion at an early point in its history. Sutton paid for its schools by means of taxes on households with children only, thereby creating an active constituency in favor of universal education for both boys and girls.point out that reading and writing were different skills in the colonial era. School taught both, but in places without schools, writing was taught mainly to boys and a few privileged girls. Men handled worldly affairs and needed to both read and write. Girls only needed to read (especially religious materials). This educational disparity between reading and writing explains why the colonial women often could read, but could not write and could not sign their names-they used an “X”. There is little evidence of women teaching during the Spanish rule, although women taught each other within religious convents while also receiving instruction from priests.Netherland had already set up elementary schools in most of their towns by 1664 (when the colony was taken over by the English). The schools were closely related to the Dutch Reformed Church, and emphasized religious instruction and prayer. The coming of the English led to the closing of the Dutch language public schools, some of which were converted into private academies. The new English government showed little interest in public schools.settlements from New York through Pennsylvania, Maryland and down to the Carolinas sponsored elementary schools closely tied to their churches, with each denomination or sect sponsoring its own schools. By the middle of the 19th century, German Catholics and Missouri Synod Lutherans were setting up their own German-language parochial schools, especially in cities from Cincinnati to St. Louis to Chicago and Milwaukee, as well as rural areas heavily settled by Germans. All of the schools were small, with a limited undergraduate curriculum oriented on the liberal arts. Students were drilled in Greek, Latin, geometry, ancient history, logic, ethics and rhetoric, with few discussions, little homework and no lab sessions. The college president typically tried to enforce strict discipline, and the upperclassman enjoyed hazing the freshman. Many students were younger than 17, and most of the colleges also operated a preparatory school. There were no organized sports, or Greek-letter fraternities, but the literary societies were active. Tuition was very low and scholarships were few.were no schools of law in the colonies. However, a few lawyers studied at the highly prestigious Inns of Court in London, while the majority served apprenticeships with established American lawyers. Law was very well established in the colonies, compared to medicine, which was in rudimentary condition. In the 18th century, 117 Americans had graduated in medicine in Edinburgh, Scotland, but most physicians learned as apprentices in the