The Middle Eastern countries were also confronted by serious problems at the university level. Israel was one country where rural education received the attention that it deserved. Educational planners had usually attained, or surpassed, their quantitative targets for academic schooling. Local religious groups ran the schools in the middle colonies. Egypt, for example, in 1925 nationalized a small, poor private institution (founded in Cairo in 1908) and made it into a national university and subsequently opened state universities in Alexandria (1942) and ʿAin Shams (1950). If you couldn't afford to pay for your child's education, then you couldn't. The Puritans, in particular, valued education, because they believed that Satan was keeping those who couldn't read from the scriptures. In most colonies the church was the school and town hall. The Middle Colonies are New Jersey, New York, Delaware, and Pennsylvania. New York and New Jersey were ruled as royal colonies, and Delaware and Pennsylvania were ruled as proprietary colonies. Girls usually continued their education -- in household skills -- at home. Their curricula were usually copied from the British or the French and thus were of limited relevance to local needs; the numbers and quality of teachers were seldom adequate; and dropout rates were high. The same difficulties prevailed in the other Middle Eastern countries, though Turkey established—with World Bank support—a network of modern vocational schools. The northern and southern American colonies had plenty of differences, but one thing they all pretty much had in common was ancestry. Most experts agreed that the examination system did not provide a valid or reliable indication of student ability. Each Colonial America segment is shown using real photographs. This could not be said of the middle colonies. They also were educated in mathematics and science. Many young Puritans, primarily boys ages six to eight, learned reading, spelling, and prayers at a "dame school," run very much like a home day care. Hence, scholars often emigrated, and those who remained at home were compelled to teach and to conduct research in ways that did not create difficulties. © 2000 by Education World®. After World War II new leaders came to power, including Gamal Abdel Nasser in Egypt in 1952, Habib Bourguiba in Tunisia when it became independent in 1956, and the revolutionary government that deposed the monarchy in Iraq in 1958. Planners were less successful in achieving their other goals. He closed the religious schools, promoted coeducation, prepared new curricula, emphasized vocational and technical education, launched a compulsory adult education project, established the innovative Village Institutes program to train rural teachers, and, in 1933, reorganized Istanbul University into a modern institution staffed mainly by refugees from Nazi Germany. A variety of local religious groups ran most schools in the middle colonies and stressed the practical aspects of education. But, children went to church schools rather than public schools, so they were also taught religion based on the church school they attended. In Turkey the universities became so politicized in the 1970s that ideology influenced many aspects of university life. Local schools were far less common as the population was smaller and children lived very far apart, therefore most education took place in the home. These gains, however, were at least partly offset by rapidly growing populations. Nowhere was that diversity more evident in pre-Revolutionary America than in the middle colonies of Pennsylvania, New York, New Jersey, and Delaware. Mustafa Kemal Atatürk of Turkey, who was determined to create a modern state, initiated a dramatic program of social and cultural change in which education played an important role. A. Along with the Chesapeake Colonies, this area now roughly makes up the Mid-Atlantic states. Education in primitive and early civilized cultures, The Old World civilizations of Egypt, Mesopotamia, and North China, The New World civilizations of the Maya, Aztecs, and Incas, Education in Persian, Byzantine, early Russian, and Islamic civilizations, Early Russian education: Kiev and Muscovy, Influences on Muslim education and culture, Major periods of Muslim education and learning, Influence of Islamic learning on the West, The background of early Christian education, The Carolingian renaissance and its aftermath, The cultural revival under Charlemagne and his successors, Influences of the Carolingian renaissance abroad, Education of the laity in the 9th and 10th centuries, General characteristics of medieval universities, The channels of development in Renaissance education, The humanistic tradition of northern and western Europe, Education in the Reformation and Counter-Reformation, European education in the 17th and 18th centuries, The Protestant demand for universal elementary education, John Locke’s empiricism and education as conduct, Giambattista Vico, critic of Cartesianism, The condition of the schools and universities, The background and influence of naturalism, National education under enlightened rulers, The early reform movement: the new educational philosophers, Development of national systems of education, The spread of Western educational practices to Asian countries, The Meiji Restoration and the assimilation of Western civilization, Establishment of a national system of education, Establishment of nationalistic education systems, Influence of psychology and other fields on education, Education under the Nationalist government, Patterns of education in non-Western or developing countries, Education at the beginning of the century, The postindependence period in Bangladesh, General influences and policies of the colonial powers, Education in Portuguese colonies and former colonies, Education in British colonies and former colonies, Education in French colonies and former colonies, Education in Belgian colonies and former colonies, Problems and tasks of African education in the late 20th century, The development and growth of national education systems, Global enrollment trends since the mid-20th century, Global commitments to education and equality of opportunity, Social consequences of education in developing countries. In the middle colonies, where, according to the Gazette, about half the adults could sign their names, colonial leaders agreed that education was important but were not concerned with providing it. Upon achieving independence, the Middle Eastern countries nationalized the private schools, which were regarded as promoting alien religions and cultures, and greatly expanded educational opportunities, especially at the upper levels. The decision of whether to educate children was left to individual families until 1683, when a Pennsylvania law was passed, requiring that all children be taught to read and write and be trained in a useful trade. Later, either the boys went on to a Latin grammar school to prepare for college and an eventual religious or political career or they trained in a trade. In the Middle Colonies, colonial leaders agreed that education was important but were not concerned with providing it. Americans have often prided themselves on their rich diversity. Moreover, rapid population increases often offset the educational gains, especially in Egypt. The Middle Colonies accommodated a diverse mix of religions that included Quakers, Lutherans, Presbyterians, Amish, Congregationalists and Jews. Furthermore, they felt that it reinforced traditional tendencies toward memorization and a rigid classroom culture. There was more interest in the middle colonies in practical education. Moreover, the bias toward academics meant that rural education tended to be neglected, even though the need for agricultural modernization in national development required that peasants acquire a wide range of skills. The Gazette reports that, in Virginia, literacy among the male gentry was almost 100 percent, and only 40 percent of laborers, 25 percent of upper class women, and 1 percent of slaves could sign their names. 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