1Western University

School of Arts, Humanities, and Languages

Department of English

Subject: Foundation of EducationChapter 5: Historical Development of American Education

Lecturer: Mr. Soeung Sopha

Students: 1. Nhar Pranith2. Rath Kuntheary3. Am Sophea

2 This chapter examines :The history of the

American educational experience and how individuals and groups shaped educational institutions in the United States.

3 This chapter discuss about:1. The colonial period2. The creation of a uniquely

American educational system3. The diffusion of universal

education4. The development of secondary

education 5. The development of institutions of

higher learning 6. The education of culturally diverse

populations7. Trends in the history of American

education

4

In reading the chapter, you can

situate yourself in the history of

American education by

assessing how these trends and

developments shaped your own

education.

5 The Colonial Period

Effect on Native Americans

The colonists at first recreated the

socioeconomic-class-based on:

Dual-track school system

Latin grammar schools

6 The Town school Educated both boy and girl ( 6-14 )

Attendance could be irregular

The school’s curriculum included

reading, writing, arithmetic,

catechism, and religious hymns.

7 Atmosphere of the town school

Dominated by the teacher’s pulpit-

like desk at the front of the single

room.

Most teacher were men.

Very few elementary teachers were

trained in educational methods.

8 The Latin Grammar school Upper- class boys attended Latin

grammar schools.

Entering the Latin grammar school

at age eight and complete at

fifteen or sixteen.

Study mathematics, science, or

modern languages.

9 Havard College Havard was founded on the puritan belief

Students had to demonstrate

competency in Latin and Greek

to be admitted to Havard

Havard taught grammar, logic,

rhetoric,mathematics,

geometry, astronomy, ethics,

philosophy, and natural science.

10 Colonial Education

Parallels among regions

Gender discrimination

Tracking by social class Provided basic literacy

× Discouraged upward social mobility

11The Early National Period

Primary schools and Latin grammar

schools continued into the early national

period.

New educational ideas for the new

nation

During the early national period , several

leaders, including :

- Benjamin Franklin

- Thomas Jefferson

- Benjamin Rush

- Noah Webster

121. Prepare people for republican

citizenship

2. Include utilitarian and scientific

skills and subjects to aid in

developing the nation’s vast

expanses of frontier land and

abundant natural resources

3. Be divested of European attitudes

and create a uniquely American

culture.

13

1. Benjamin Franklin: “ The Academy ”

Born: ( 1706-1790 )

A leading statesman, scientist, and publicist founded an academy

14 Emphasis on science and

practical skills

- Useful knowledge and science

- Recognized the future

importance of science, invention,

and technology.

- Ignored such as carpentry,

shipbuilding, engraving, printing,

and farming.

152. Thomas Jefferson :“ Education for Citizenship ”

Born: ( 1743-1826 )

Author of the Declaration of Independence and the third president of the United States.

16 Jefferson expressed his educational philosophy

“ Bill for the More General Diffusion of Knowledge ”

Jefferson’s plan - Provide both equity and excellence in education.

- The sate would pay for the first three years of a student’s

attendance.- Would have established 20

grammar schools.

17 Jefferson’s plan

- Provide both equity and

excellence in education.

- The sate would pay for the first

three years of a student’s

attendance.

- Would have established 20

grammar schools.

18 Scholarships based on merit

- Male students would

receive a scholarship

- The 10 scholarship can

attend the College of William

and Mary.

19

3. Benjamin Rush: “ Church-Related Schools” Born : ( 1745-1813 )

A leading physician and medicated educator of the early republic.

20 Religion and science

- Wanted the Bible and Christian

principles taught in schools and in

colleges.

- Science revealed God.

- Combined the state schools and college

with the private and public interests.

- A determined promoter of women’s

education.

214. Noah Webster :“ Schoolmaster of the Republic ”

Born : ( 1758-1843 )

A leading educator and lexicographer.

22

Learning American culture through

language:

- A common language and literature

would build a sense of national

identity.

Webster’s influence on “

Americanization ”

- He wrote spelling and reading

books that emphasized American

identity.

- His American Dictionary was

published in 1828.

23The Movement toward

Public Schooling Sunday schools:

- Established in the larger cities such

as New York and Philadelphia.

- Provided a minimal basic education,

consisting of writing, reading,

arithmetic, and religion.

24

Students as assistant teacher:

- The monitorial method used monitors such as teaching classes, taking attendance, and maintaining order.

Rise and fall of monitorial schools:

- More than 600,000 children

attended the monitorial

schools.

- In the 1840s, the common schools

replaced monitorial schools.

25 The common school

- Growth of the common school

- A school for all classes

26 The development of American Secondary School

The Academy: Forerunner of the High School

Academy replaces grammar school• Academies were both single-

sex and coeducational.• Offered wide range of other

programs

27 Academy programs followed three points

1. The traditional college preparatory curriculum with emphasis on Latin and Greek.

2. The English language program

3. The normal course, which prepared elementary-school teacher

28 Academies for women

• Classical and modern languages• Science• Mathematic • Art• Music• Teacher preparation or normal

curriculum

29 The High School

Compulsory attendance

• Established the age range that student had to attend school

• Enactment of child labor law: which restricted the employment of children and adolescents so that they would attend the school rather than enter the work force

30• Opposed by immigrant parents who

feared it was a strategy to erode their children’s ethnic heritage.

• Opposed by among farmers who needed their children to work on the farm.

31 Effort to standardize curriculum

• In 1982, the National Education Association (NEA) established the Committee of Ten and made two important recommendations:

1. Subjects should be taught uniformly

for both college preparatory students

and those who completed their

formal education upon graduation.

2. Eight years of elementary and four

years of secondary education.

32

• It identified four curricular as appropriate for the high school:

1. Classical2. Latin-scientific3. Modern language4. English

33 Secondary-School Organization

• By 1920s, four curricular patterns were evident high schools:1. The college preparatory program2. The commercial or business program

with courses in bookkeeping, shorthand, and typing

3. Industrial, vocational, home economics and agricultural programs

4. A general academic program for students who would completed their formal education upon graduation.

34 • The typical high school pattern followed a four years sequence encompassing grade 9-12 and including ages 14 to 18.

• Variation included reorganized six years school, where students attended a combined junior-senior high school.

• Three years junior high school, grade 7-9

• Three years senior high school, grade 10-12.

35 Middle School

• Traditional institution between elementary and high school

• Grade 6-8 (age 11-18)• Featured learning centers,

language laboratories, and art centers

36 The American College and University

Colleges of the colonial period• The general colonial curriculum

included1. Year1: Latin, Greek, Hebrew,

rhetoric, logic2. Year 2: Greek, Hebrew, logic, and

natural philosophy3. Year 3: natural philosophy,

metaphysic, and ethics4. Year 4: mathematics and review of

Greek, Latin, logic, and natural philosophy.

37 Community College• Two years• Originated as junior colleges• Providing training for

technological change and those related to the communication and electronic data revolution.

38 Education in a Culturally Diverse Society

African American Freedmen’s Bureau• Provide economic and

educational assistance to African American

• Followed a New England common-school curriculum of reading, writing, grammar, geography, arithmetic, and music, especially singing.

39 Stereotypes limited teaching• Most schools in the South

were staffed by northern white school teacher, who believed that African American students needed only a limited basic education.

40

Native Americans Children learned skills, social

roles, and cultural patterns from their group’s oral tradition, from parents and elders, and from direct experience with tribal life.

The federal Bureau of Indian Affairs (BIA) attempted to civilize Native American.

41 Boarding School Implemented the

assimilationist educational policy.

Emphasized a basic curriculum of reading, writing, arithmetic, and vocational training.

Many Native American youngsters resisted and some ran away from school.

42 Latino Americans

Spanish-speaking people Originated in Mexico, Puerto

Rico, Cuba, or other Latin American countries.

Shared Spanish tradition, but each group has its own distinctive culture.

43 Asian Americans

Chinese and Japanese were the first Asians to settle in US.

More recent Asian immigrants include Filipinos, Indians, Thais, Koreans, Vietnamese, Laotians, and Cambodians.

44 The Immigration Controversy The debate focuses on

immigrants’ impact on the economy, national security, and American culture identity.

Some people believe that immigrants are taking jobs away from Americans citizens.

Illegal immigrants are an expensive burden on the country’s educational, health care, social service, and especially terrorism.

45Two Closing Historical Issue

A Persistent Issue: Teaching about Evolution

Christian fundamentalists rejected the theory of evolution.

Scopes believed that it was impossible to teach biology without including evolution.

46 A New Issue: Teaching in a global society Globalization: as a

multidimensional process is generating profound economic, entertainment… between people of different countries.

Economic changes

47

Thanks for your attention!

Any questions?