Education in the Education in the United StatesUnited States1826-18761826-1876

Teresa FitzpatrickTeresa Fitzpatrick

A Few Powerful Reasons A Few Powerful Reasons Education Today Was Education Today Was

Effected!Effected! Free, universal, and common Free, universal, and common

education.education.

Compulsory attendance.Compulsory attendance.

Educators were viewed teachers of Educators were viewed teachers of humanity, morality, and mentors.humanity, morality, and mentors.

Goal and content Goal and content objectivesobjectives

TSW understand how schooling TSW understand how schooling and the education system have and the education system have changed through the time period changed through the time period of 1826 to 1876.of 1826 to 1876.

TSW identify three changes in TSW identify three changes in education for 1826 to 1876.education for 1826 to 1876.

Some various reasons Some various reasons history of education is history of education is important:important: Public Schools today are modeled on the Public Schools today are modeled on the

Common Schools of the 1800s.Common Schools of the 1800s. If educational leaders of the 1800s had If educational leaders of the 1800s had

not worked to preserve the ideals of the not worked to preserve the ideals of the founding fathers, schools today could be founding fathers, schools today could be very different.very different.

Although much progress has been made Although much progress has been made in education since the 1800s, some of in education since the 1800s, some of the same problems still continue to the same problems still continue to plague us today.plague us today.

Three basic elements in Three basic elements in American LifeAmerican Life

Government leaders wanted to have Government leaders wanted to have a unified group of people in America.a unified group of people in America.

Different groups of people had Different groups of people had differences that needed to be differences that needed to be addressed including religion and addressed including religion and ethnicity.ethnicity.

Modernization was causing more Modernization was causing more people to be in the city for jobs.people to be in the city for jobs.

Modernization Direct Case Modernization Direct Case of of

Common School MovementCommon School Movement Centralizing power of the nation-Centralizing power of the nation-

statestate Popular participation (group effort Popular participation (group effort

for the “public good”)for the “public good”) Industrial UrbanizationIndustrial Urbanization Impact of Secular KnowledgeImpact of Secular Knowledge Faith in Large-Scale School systemsFaith in Large-Scale School systems Long term modernizationLong term modernization

The Common School The Common School MovementMovement

1850, Educational reformers asked 1850, Educational reformers asked state government to promote a state government to promote a free, universal and common free, universal and common education.education.

Most state constitutions included Most state constitutions included provisions for education.provisions for education.

Educational reformers—Educational reformers— Horace Mann and Horace Mann and James G. Carter James G. Carter

The Common School The Common School MovementMovement

Common School the only Common School the only

way education for all could way education for all could

be achieved.be achieved. All classes, attend together, All classes, attend together,

common language and values to become common language and values to become good citizens. good citizens.

Most states had boards of Most states had boards of

education and included funding education and included funding

for education.for education.

The Common School The Common School MovementMovement

All would live together without All would live together without distinctions of wealth, religion, or distinctions of wealth, religion, or national origin.national origin.

Taxes according to ability to pay. Taxes according to ability to pay. Money used by all.Money used by all.

Separation of church and state (Horace Separation of church and state (Horace Mann 1837)Mann 1837)

Opposition by many of too much state Opposition by many of too much state control especially Roman Catholic control especially Roman Catholic (parochial schools).(parochial schools).

Popular Participation in Popular Participation in Public Affairs Public Affairs

GeneralizationsGeneralizations DemocratsDemocrats Whig Whig* Against strong central government* Against strong central government * Wanted strong, centralized government * Wanted strong, centralized government

* Faith in popular and practical education * More traditional views* Faith in popular and practical education * More traditional views

* Economic traditionalists (agriculture) * Supported business and commercial* Economic traditionalists (agriculture) * Supported business and commercial

* Suspicious of unitary central governments enterprises* Suspicious of unitary central governments enterprises

* Opportunity for poor and working class * Wanted the upper class to be more * Opportunity for poor and working class * Wanted the upper class to be more

* Equalizer to restrain the upper class involved in political affairs* Equalizer to restrain the upper class involved in political affairs

* Wanted a means of achieving the equality * Strong Central government* Wanted a means of achieving the equality * Strong Central government

the revolution had promised * Believed in the popular practical the revolution had promised * Believed in the popular practical

* Liked the Common School thought it would education* Liked the Common School thought it would education

improve the chances of equality * For state leadershipimprove the chances of equality * For state leadership

* Opportunity for rich and poor alike* Opportunity for rich and poor alike

Both supported the Common School but each had different reasons for their Both supported the Common School but each had different reasons for their support.support.

UrbanizationUrbanization

Urban population increased 15 Urban population increased 15 times between 1820 and 1870times between 1820 and 1870

Public schools in city grew at a Public schools in city grew at a overwhelming rateoverwhelming rate

Explosion included factories, mills, Explosion included factories, mills, steamboat docks, railroad yards, steamboat docks, railroad yards, stockyards, shops and stores.stockyards, shops and stores.

Created ghettos and slumsCreated ghettos and slums

DisciplineDiscipline Teachers and principals wanted order, Teachers and principals wanted order,

compliance and obedience for their compliance and obedience for their sakes.sakes.

This order aided students to be able to This order aided students to be able to cope with the new urban societycope with the new urban society

William T. Harris, U.S. Commissioner of William T. Harris, U.S. Commissioner of Education and leading philosopher of Education and leading philosopher of education, wanted to teach students education, wanted to teach students obedience to moral principle, but obedience to moral principle, but school administrators wanted school administrators wanted obedience to the school principal.obedience to the school principal.

Reason for Compulsory Reason for Compulsory AttendanceAttendance

It would keep poor immigrants from It would keep poor immigrants from being exploited by greedy factory being exploited by greedy factory owners.owners.

It would help the lower class get rid of It would help the lower class get rid of rude habits and ignorance.rude habits and ignorance.

Protestants wanted to prevent the Protestants wanted to prevent the spread of the Roman Catholic religion.spread of the Roman Catholic religion.

Compulsory EducationCompulsory Education

Child labor was usually connected with Child labor was usually connected with poverty and crime.poverty and crime.

Many poor children could not or would Many poor children could not or would not attend school, therefore education not attend school, therefore education was not common.was not common.

In 1852, Massachusetts passed the first In 1852, Massachusetts passed the first compulsory attendance law in effect for compulsory attendance law in effect for a whole state. By the 1870s most states a whole state. By the 1870s most states had laws concerning attendance.had laws concerning attendance.

The Common School The Common School Prevails…Prevails…

Laws were passed requiring certain Laws were passed requiring certain periods of school attendance for working periods of school attendance for working children.children.

After the Civil War, the movement for After the Civil War, the movement for compulsory attendance picked up;compulsory attendance picked up;

In the 1870s-1880s 24 states had enacted In the 1870s-1880s 24 states had enacted laws requiring all children to attend laws requiring all children to attend school. school.

At this point in time elementary schools At this point in time elementary schools were free, universal, common, and were free, universal, common, and compulsory.compulsory.

Pros and Cons Pros and Cons for Compulsory Attendancefor Compulsory Attendance

PROSPROS Humanitarian- Humanitarian-

protecting the poor protecting the poor from exploitation from from exploitation from manufactures.manufactures.

Helping them improve Helping them improve themselves.themselves.

The belief that a civic The belief that a civic education for political education for political self-governance should self-governance should be aimed at all cultural be aimed at all cultural groups in society.groups in society.

CONSCONS The higher classes The higher classes

didn’t want to be didn’t want to be associated with associated with those with uncouth those with uncouth habits, ignorance, habits, ignorance, and low morals of and low morals of the lower class.the lower class.

McGuffey ReaderMcGuffey Reader

  

The McGuffey Readers were introduced in the 1830s and used for over 100 years. They included literature selections and the ideas of hard work, punctuality and conformity.

High SchoolsHigh Schools

In the mid-1800s, there were many In the mid-1800s, there were many private academies for wealthy children private academies for wealthy children and many religious academies for and many religious academies for various groups.various groups.

As the middle class became more As the middle class became more powerful, they wanted their children to powerful, they wanted their children to attend high school.attend high school.

Poor people opposed taxes to provide Poor people opposed taxes to provide high schools because they didn’t believe high schools because they didn’t believe their children would benefit.their children would benefit.

High SchoolsHigh Schools

After the Civil War, high schools became After the Civil War, high schools became supported by public funds mainly for supported by public funds mainly for common sense reasons. common sense reasons.

If public funds supported Common If public funds supported Common Schools and helped to support colleges, Schools and helped to support colleges, it was only reasonable that high schools it was only reasonable that high schools should be supported.should be supported.

SecularizationSecularization

School reformers including Horace Mann School reformers including Horace Mann began to promote affection and motivation began to promote affection and motivation instead of harsh discipline. instead of harsh discipline.

Schoolmasters continued to use harsh Schoolmasters continued to use harsh discipline including corporal punishment.discipline including corporal punishment.

Parents and other community members began Parents and other community members began to support Mann’s view.to support Mann’s view.

Teachers were seldom trained to be learner-Teachers were seldom trained to be learner-oriented but were usually trained to be oriented but were usually trained to be teacher-oriented.teacher-oriented.

Religious DiversityReligious Diversity

These beliefs were not satisfactory, and Protestant These beliefs were not satisfactory, and Protestant nondenominational consensus was expressed as the nondenominational consensus was expressed as the goal of training in common citizenship. goal of training in common citizenship.

The Act of 1842 included a provision that no public The Act of 1842 included a provision that no public funds should go to any school that taught sectarian funds should go to any school that taught sectarian religious doctrines. religious doctrines.

A few Protestant ministers began to make the point A few Protestant ministers began to make the point that religion should not be present in schools because that religion should not be present in schools because of the offense to non-Christian citizens.of the offense to non-Christian citizens.

The Constitution established a republican government, The Constitution established a republican government, one in which all men enjoyed equal rights of one in which all men enjoyed equal rights of conscience, therefore, schools should not compromise conscience, therefore, schools should not compromise

these rights by religious instructionthese rights by religious instruction..

ReligionReligion

During these years problems with religious During these years problems with religious diversity continued.diversity continued.

The Act of 1842(New York) said Catholic The Act of 1842(New York) said Catholic schools could receive no public funds if any schools could receive no public funds if any religious religious

doctrine was taught.doctrine was taught. In 1853(New York) a law was passed to banish In 1853(New York) a law was passed to banish

religious education from the common schools.religious education from the common schools. The United States followed with the same type The United States followed with the same type

of law in 1876.of law in 1876.

ReligionReligion

During these years, most people had a During these years, most people had a difficult time separating religion and difficult time separating religion and morality.morality.

Horace Mann tried to find a solution. He Horace Mann tried to find a solution. He proposed that teachers read the Bible but proposed that teachers read the Bible but provide no commentary on the readings.provide no commentary on the readings.

Others, including Horace Bushnell, favored Others, including Horace Bushnell, favored teaching morality in a way that Catholics teaching morality in a way that Catholics

could be included.could be included. Most Catholic people did not agree. Most Catholic people did not agree.

Segmental Pluralisms- ReligionSegmental Pluralisms- Religion

There were three main elements There were three main elements impacting religious diversity.impacting religious diversity.

Separation of church and stateSeparation of church and state Rivalry between Protestant groupsRivalry between Protestant groups Increasing numbers of Roman CatholicsIncreasing numbers of Roman Catholics

State constitutions said church and state State constitutions said church and state

should be separated. should be separated.

Religious DiversityReligious Diversity

It was assumed by Americans that It was assumed by Americans that morality and religion were closely morality and religion were closely linked. linked.

Horace Mann proposed that the Horace Mann proposed that the schools should instill morality by schools should instill morality by teaching elements of Christianity teaching elements of Christianity that were common to both major that were common to both major faiths and all sects. These were of faiths and all sects. These were of course found in the Bible.course found in the Bible.

Religious DiversityReligious Diversity

Protestants viewed Roman Catholic beliefs as a Protestants viewed Roman Catholic beliefs as a

threat, therefore:threat, therefore: Protestants quarreled among themselves, but Protestants quarreled among themselves, but

drew together to face a common enemy.drew together to face a common enemy. This approach was found in public schooling.This approach was found in public schooling. Protestant groups cooperated in efforts to Protestant groups cooperated in efforts to

establish non-secular schools to oppose the establish non-secular schools to oppose the diversion of funding for Catholic schoolsdiversion of funding for Catholic schools

EthnicityEthnicity

People began to believe that since all students People began to believe that since all students had to attend school together, there should be had to attend school together, there should be assimilation through Anglo conformity.assimilation through Anglo conformity.

Many wanted schools for the immigrants to be Many wanted schools for the immigrants to be like schools for earlier settlers to help eliminate like schools for earlier settlers to help eliminate the threat from immigrants.the threat from immigrants.

A belief emerged that if immigrants were not A belief emerged that if immigrants were not educated they would ruin the country and would educated they would ruin the country and would

not learn the proper civic values.not learn the proper civic values. A national language and set of values must be A national language and set of values must be

put put in place to help America remain strong.in place to help America remain strong. The Common School was thought to be the way The Common School was thought to be the way

to achieve these goals.to achieve these goals.

EthnicityEthnicity

Other people believed assimilation should be Other people believed assimilation should be achieved through Democratic Cosmopolitanism.achieved through Democratic Cosmopolitanism.

During this time people including Ralph Waldo During this time people including Ralph Waldo Emerson and Walt Whitman began to speak of a Emerson and Walt Whitman began to speak of a “new” America. They believed American society “new” America. They believed American society would be enriched by the inclusion of many would be enriched by the inclusion of many cultures and customs.cultures and customs.

This type of school was much more difficult to This type of school was much more difficult to achieve. Assimilation had to be a two-way achieve. Assimilation had to be a two-way process. Several bilingual schools tried to help process. Several bilingual schools tried to help with this kind of assimilation. These projects with this kind of assimilation. These projects eventually failed when too many groups eventually failed when too many groups demanded similar treatment.demanded similar treatment.

Higher Education Higher Education of Womenof Women

Mary Lyon pioneered higher education of women in founding Mount Holyoke Female Seminary (now Mount Holyoke College) in 1837 to provide for women the type of education that Harvard and Yale provide for men. Because of budget restrictions, both she and her students had to pitch with maintenance chores. Many of the early graduates went on to missionary work in Asia and Africa.

AssessmentAssessment

Students will create a public service Students will create a public service announcement publicizing citizens to announcement publicizing citizens to support the Common School or support the Common School or compulsory attendance. compulsory attendance.

Think of an announcement you have Think of an announcement you have seen on television. Work in groups. seen on television. Work in groups. Develop a set of bullet points that could Develop a set of bullet points that could be used in a three-minute Public Service be used in a three-minute Public Service Announcement to build a broad Announcement to build a broad community support.community support.

Public Awareness Campaign : Public Service Announcement

CATEGORY Unacceptable-1 Fair-2 Good-3 Excellent-4

Presentation Assignment handed in late. Ten or more careless spelling/grammar errors. No paragraph transitions. Disregard for spacing margins, or length.

Five or more careless spelling/grammar mistakes. Awkward paragraph transition. Incorrect margins, length, or spacing.

Three or four careless spelling/grammar mistakes. Paragraphs hold together well. Margins, length, and spacing meet guidelines.

No careless spelling or grammatical errors. Paragraphs hold together well. 12-point font, 1-1.25 margins. Proper length (1page) and spacing (double).

Structure and style Sloppy, unfocused, does not capture audience’s attention, and/or unorganized.

Assignment meets minimum requirements, but the PSA is not engaging or compelling. Argument unfocused or confusing in areas. Presumes prior knowledge on the part of the reader. Important points not emphasized sufficiently.

PSA appropriate for the audience. Develops a logical argument supported by appropriate visuals.

PSA grabs the attention of the reader. Lays out a compelling case for public education. Highlights important points. Well-supported by background information and strong visuals..

Evidence Lacks direct references to readings, or quotations are inappropriate for message and poorly selected.

PSA includes one or more quotations from time period, but may be excessive in number and/or lack sufficient explanation or connections to message.

PSA includes at least one appropriate quotation from time period to support message.

PSA includes at least two well-selected quotation from time period; quotations are though-provoking and clearly supports message.

Critical thinking and synthesis of information

Little or no direct connection to readings and discussion; no evidence of understanding any of the information from PowerPoint. Ideas fail to relate to message.

Some concepts discussed in class are included in message but not deeply reflected upon. Missing obvious or critical issues or material discussed in class, and/or ideas do not seem relevant to message.

Good connection with readings. Shows comprehension and a satisfactory level of reflection, on issues, and these are applied will to message..

Evidence of deep understanding of the PowerPoint and critical reflection on class readings. The ideas of the thinker are applied creatively and convincingly to message.

Public Awareness Campaign : Public Service Announcement Rubric

SourcesSources

http://www.lib.muohio.edu/my/pixhttp://www.lib.muohio.edu/my/pix/reader.html/reader.html

www.www.mises.org/story/1679mises.org/story/1679 http://www.pbs.org/kcet/http://www.pbs.org/kcet/

publicschool/photo_gallery/publicschool/photo_gallery/photo1.htmlphoto1.html