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The right to education is one of the most important rights for children, providing the foundation upon which the child’s future is built. The primary responsibility for ensuring that a child receives an education is that of the parents. That responsibility takes on particular significance in circumstances in which the convictions of the parents, or the child, are at variance with those held by the majority in society. The extent to which parents may insist that the child is educated in a way that conforms to parental values remains contentious. The law on the right to education has sought to find a balance between protecting pluralism and upholding the state’s right to run an efficient education system reflecting society’s shared values. The child’s own right to education has often been neglected in these debates. These concerns are considered with particular attention to home education, British values, religious worship and school uniform. A children’s rights approach would ensure that the children whose education is at stake are placed at the centre of a debate which is often dominated by tensions between parental freedoms and state interests.
Music permeated every walk of fifteenth-century life, from popular and aristocratic entertainment to religious and civic ritual. Music was sung or performed on instruments, executed by individuals or groups, played by ear, improvised or read from notation. During the 1430s and 1440s, the traditionally rather learned and esoteric isorhythmic motet was eclipsed as most prestigious genre by the so-called cyclic Mass, grouped settings of texts from the Ordinary of the Mass. The smaller-scale music also tended to be composed rather differently, with simpler vocal parts conceived together rather than as successively superimposed layers. Range of musical style is also surprisingly wide, despite a general tendency towards a tuneful, semi-popular manner, there are also a number of far more refined and sophisticated pieces, especially among the more austere devotional carols of the later years of the century. The basis for academic study of music and the ultimate source for most of the speculative treatises was Boethius' treatise De institutione musica.
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