19th Century American Education System

Throughout the history of public education, there have been barriers to the equality of opportunity philosophy. Thomas Jefferson’s proposal and Horace Mann’s implementation of public schools excluded non-citizens like blacks, women, and Native Americans. Next, an increase in immigration and industrialization widened cultural and economic differences between students. The greatest obstacle to equal education

It was a way of passing knowledge from one mind to the next. A man named Horance Mann created a coalition of professional teachers in 1837. This group of teachers was modeled after the Prussian idea of “common schooling”, or the notion that all of populace deserved the availability and value of education, no matter level of proficiency or skin color. Age grading was an idea that Mann had inquired during his time in Prussia. This idea was originally put into effect in Massachusetts during 1848. Age grading was the design of appointing students by age and placing them into different grades. The students progressed as time went on, despite what the student’s aptitude may be, with the lecture form of many European universities, in which students were viewed as submissive receivers of instruction apposed as involved and enthusiastic contributors in instructing one another. Formerly, students were sectioned into single groups, with ages varying from the young age of 6 to the adolescence of 14. On the occasion that a student were to terminate a course, they were deemed graduated from that course, and stepped forward onto the next level of difficulty.

Horace Mann, an American politician and education reformer, helped establish the common school movement. It was this common school movement that revolutionized the teaching and structure of schools across America. After visiting nearly one thousand schools within 6 years, he found that the facilities were in poor condition, lacked many educational tools such as textbooks, and were built on inequality. It was Mann, who established the first normal school back in 1839 with the idea that these schools would provide education and equality to all boys and girls. “Education then, beyond all other devices of human origin is the great equalizer of the conditions of men, the balance-wheel of the social machinery. (p. 183),” said Mann. It was his belief that everyone was entitled to the same content in education. Oftentimes, wealthy children would stay in school longer than the poor children, who couldn’t afford to go at all. The “great equalizer” of education meant that education through common school would be available and equal for all, whether rich or poor. As historian, Kathryn Kish had pointed out, “ The equalizing capacity of the school was something that he very much believed in. The common school became for him the place where we all came together,

Gender roles were planted in political, not religious and ideology, which was after the American Revolution. Men sustained to have public responsibilities in this emerging country. Men were presumed to be good neighbors, educated voters, and in charge businessmen. To anticipate boys to develop virtues, such as obedience to authority, respect for the rights of others, fair play, and patriotism were how schools were planed. School would supply opportunities to develop proper skills in science, literature, math, and history.

Articles written during a specific period gives the future population an idea of the issues present during that time. Before the United States became independent, woman education was limited to the skill needed to be a good wife and proper mother. Particularly, upper-class woman were the only ones that had the resources to gain an education. Most middle and lower class focus primarily on the education of their males. European education influence Colonial America’s educational system. Since there weren’t any establish convents schools in the colonies, tutors were primarily hired and later on schools were incorporated. During the first years of schooling, new England girls went to a coed school called “dame school”. In the dame school, girls were thought to knit and sew. Many girls got the chance to go to the town school. However, some town school in new England prohibited girls from attending. In the south, girls got the

In the farming society of the early 1800’s, education was not possible for many children. Horace Mann, a farm boy himself and an early advocate for educational reform, saw the deficiencies in the educational system. He pushed for “common schools” that would retain local control, be co-educational and revolve around the agricultural year. Mann’s ideas began to be adopted around the country in the second half of the nineteenth century. By the start of the twentieth century, mandatory public schooling was the norm. This was the height of the industrial revolution. As Davidson notes in “Project Classroom Makeover”, “Public Education was seen as the most efficient way to train potential workers for labor in the newly urbanized factories (197).” Schools began to work like an assembly line with a focus on efficiency, attention to detail, memorization of facts and staying on task. Curriculum became standardized and states began to replace the local management of education. Critically thinking outside the box was less valued. Regardless of ability, children started school at the same age and were moved through their education in a regulated process.

Toward the latter part of the 19th century, bustling America, in response to the trends of industrialization and urbanization that characterized its Gilded Age, began its new century by entering into a new historical/political epoch that came to be known as the Progressive Era. This distinctive period in history (spanning from the 1890s through 1920) found progressives seeking to use the American federal government as a means of change through social, political, and economic reforms. Politically, the passage of the 16th, 17th, 18th, and 19th amendments are evidence of the success of progressive reformers, despite the fact that some of the new laws failed to create desired social changes. The efforts of the progressives were mainly effective when it came to social reforms related to worker’s rights and child labor, but less productive in attaining improved civil rights for African-American citizens. In addition, the government was, to a large extent, successful in the establishment of economic reforms to aid the working class, such as those enforced by Woodrow Wilson’s “Triple Wall of Privilege”; however, President Roosevelt’s famous anti-trust efforts were ultimately not far-reaching enough at the time to eliminate all problematic corporate monopolies and related corruption.

While the 1800’s were full of groundbreaking inventions it is also home to many changes in quality of life and living, including the educational reform, the prison reform and the abolition movement. In the early 1800s getting an education was not a priority or option for most children. While it was often class based and varied between the north and south. Most children attended little to no school and the education they did receive was provided by unqualified teachers who received little pay. The education reform directed by Horace Mann helped bring about state sponsored public education, with curriculum and local property tax to finance education. Horace Mann believed that “popular schooling could be transformed into a powerful instrument for social unity.” (https://www.mackinac.org/2035) The organizarional model Mann and others adopted for massachusetts was the Prussian educational system. Allowing for the state to control education from lower grades up to the university level. Along with the state supervising the training of the teachers, children were

The late 1800s were filled with many different types of reforms. These reforms sometimes made society better, other times they just made society worse. Some different types of reforms are known as, housing reforms, work reforms, fighting for civil rights, courts and labor laws, the different types of unions, government reforms, state reforms, city reforms, and election reforms. Then in the early 1900s different reforms came about, such as, opportunities for women, opportunities for women included higher education and employment. Opportunities for women sprung about letting them gain political experience, like getting healthcare and welfare for children, they began the prohibition era, Next in 1902 soon after Roosevelt took office Pennsylvania coal

During the mid eighteenth century and the early nineteenth century the United States of America experienced some difficult times throughout the country. It first had to watch it’s own nation split apart during the Civil War, also the U.S. had just fought for it’s own independence from Great Britain not even a hundred years ago. Then shortly after the war and the reconstruction area began, later moving to the beginning of the nineteenth century, the United States witnessed the Great Depression. Another dark period in U.S. history that virtually affected every one in America at the time in both positive and negative ways. Furthermore, the group that experienced some of the challenging times, both socially and economically during the Great Depression

Prior to the first and second Industrial Revolutions, education opportunities in the 13 colonies during the seventeenth and eighteenth centuries varied considerably depending on one’s location, race, gender, and social class. Basic education in literacy and numeracy was widely available, especially to white males residing in the northern and middle colonies, and the literacy rate was relatively high among these people. Educational opportunities were much sparser in the rural South. Education in the United States had long been a local affair, with schools governed by locally elected school boards. Public education was common in New England, although it was often class-based with the working class receiving few benefits. Instruction and curriculum were all locally determined, and teachers were expected to meet rigorous demands of strict moral behavior. Schools taught religious values and applied Calvinist philosophies of discipline, which included corporal punishment and public humiliation.

Thoreau and Douglass have both identified urgent problems within American culture during the mid 19th century. Thoreau feels the empathy of farmers as they are chained or enslaved to their own farms just as much as prisoners are chained in jails. He believes that the 4 necessities needed in American society is food, shelter, clothing, and fuel because nature provides all of these. That any luxury would be a hindrance to an individual’s lifestyle as it correlates to the American culture that lacks the Self-reliance in living as a American. Meanwhile Frederick Douglass sees the brutality of slavery and the heavy discrimination of African Americans in American society. He sees that America lacks key responsibilities as a nation for it doesn’t have support of mutual aid, reciprocity, and commitment to an ideal within America.

2. What role did the family play in the socialization and control of children before the 1800s? Family served as a primary institution of social control. Many adults played a role in children’s socialization and control.

Social class systems in the nineteenth century were comprised of the upper class, the middle class, the working class, and the underclass. The different social classes can be “distinguished by inequalities in such areas as power, authority, wealth, working and living conditions, life-styles, life-span, education, religion, and culture” (Cody). The poor, also known as peasants, were usually mistreated and segregated from the wealthy, or those of higher class. During his time, Charles Dickens “seen as a champion of “the poor” by some of the poor themselves” (“What was”). It is said that one of his greatest achievements “was to bring the problem of poverty to the attention of his readers through introducing varieties of poor persons into almost all of his novels, and showing the “deserving” majority of the poor, bravely struggling against the forces arrayed against them” (“What was”). This is clearly evident in A Tale of Two Cities. During the nineteenth century Victorian era, social class systems were a common excuse for the division and mistreatment of many individuals, as evidenced in Dickens’ A Tale of Two Cities.

The idea of education has advanced throughout history, constantly shifting by societal ideals and human evolvement. This change is especially prominent during the 1800s and continues to alter to this very day with education policies. Public education first began during the Industrial Revolution. During this crucial time in history, many children were required to get an education in order to learn the trades of the growing economy and business as opposed to getting hurt in from hazardous machinery. These skills were limited reading, writing, and math. Ultimately, from this concept, public education was founded and from then, our society has grown into a well-educated community in which every individual has a role into making an impressive,