Andrew Mann 's Philosophy On Education

In the document “Report of the Massachusetts Board of Education”, Horace Mann believes that education should be readily available to everyone in order to counteract the “tendency to the domination of capital and servility of labor.” Universal education can potentially be the difference between, the wealthy capitalizing the poor, and a society where the poor are given an equal opportunity to excel and be a part of the capital rather than the labor. Mann states, “Education, then, beyond all other devices of human origin, is the great equalizer of the conditions of man…” When everyone is given the same chance to obtain a well rounded education, social status and factions begin to diminish. Mann seems to be an idealist as well

This paper discusses the influence of Horace Mann on the issue of education of the masses, evident in his dedication to improving the quality of education through the process of improving teacher education, increasing available funding, and standardizing the quality of educational experience provided to its students. It addresses specifically the areas presented in several of Mann’s Annual Reports published during his tenure including the areas of school buildings, moral values, school discipline, and the quality of teachers.

Horace Mann, known as the "father of American public education", wrote the policy document Report of the Massachusetts Board of Education, that claims Massachusetts's school education is becoming unequal among the citizens. Mann develops his argument by using European and American values of men, and how society functions with men that have been treated as equals. Mann's purpose was to discuss the problems in Massachusetts's education system in order to inform his audience and persuade a change. Mann's audience assumes an audience that would be government workers or officials because of his message of changing the education system.

In his Twelfth Report, Horace Mann discusses reasons that public education is imperative in the success of a peaceful, prominent society. Mann maintains that education is a way to produce successful and resourceful citizens. Without education, people can only do so much and can only go so far; they are raw materials that need to be developed into something more. Mann lists all of the important and necessary institutions in society that require educated people in order to flourish. Society, in turn, depends on those institutions to succeed. His main effort was to give all members of society the same tools for success, thus giving society a chance to thrive.

	Mann thought that schools must emphasize moral, civic, and cultural values. These ideas are what schools try to accomplish today. Mann believed in a common program in schools that would educate everyone. He thought that common schools should not teach vocational training, but instead offer an education beneficial to all. Schools today follow the same purpose that Mann laid out long ago. Schools today follow Mann’s ideas by offering a program that opens opportunities in any field. There is also a common curriculum in most schools because many courses are state required and standard to all schools.

Mann was a prominent figure in politics for many years and eventually served on the Massachusetts Board of Education for several years. In that time Mann came to believe that education should be based around physical, intellectual, political, moral, and religious educations. Mann got most of his ideas from how schools in the Persian taught these different types of education. (110)

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,

Mann was educated in a one room school house that was often in need of repair because it lacked the funding necessary for physical maintenance in which led to less funding for academic resources. Schooling in the late eighteenth and early nineteenth century was often irregularly managed and unorganized. However, Mann was not only intelligent but he was a determined individual who focused to teach himself the content and skills needed to pursue higher education. It was this impoverished background that would serve as a framework for Mann’s work and beliefs. It would be his own experiences during his upbringing that would fuel and motivate his dedication to improve public

Horace himself was very poor and had to go to a very small school that was just a very small room but he had an advantage. Horace was a very smart kid and he had a dream. Horace went to school at Brown University, And he majored in and he got a degree in law. Most kids after they have attended school for a given time they either went and helped their parents out home on the farms or they worked in factories not a lot of kids went to college, Horace was one of them who did. Mann thought that education should be universal everyone should have this opportunity world wide not just the united states, Didn’t involve one group of people involved all no religious or specific political group, at no costs, and should aim should be social efficiency which is all external costs and benefits as well as internal costs and benefits, and the citizens should be involved with the society. He got many leaders to think differently about women and he wanted them to also to have an education he thought that women were more well suited to teach children they were more loving and caring and wouldn't show vengeance towards 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.

Horace Mann improved the educational system in many ways by expressing his views in his essay “From the Report of the Massachusetts Board of Education, 1848.” Mann brings up many points in which that are important to improve education, such as political education and physical education. He states

Horace Mann was an early 18th century politician and a visionary in the area of education reform. He is credited as the person responsible promoting the belief that education not only be free, but should be available to all. Horace Mann’s concept for equality in education ensures “that everyone receives an education that will allow them to compete for wealth on equal terms.” (Spring, 2014 p. 58.)

During Mann’s twelve years as secretary of the Massachusetts board of education he sent back reports to the board as to the condition of schools and what he thought should be taught in them. His ideas in these reports revolved around six ideas: “(1) that a republic cannot long remain ignorant and free, hence the necessity of universal education; (2) that such education must be paid for, controlled, and sustained by an interested public; (3) that such education is best provided in schools embracing children of all religious, social, and ethnic backgrounds; (4) that such education, while profoundly moral in character, must be free of sectarian religious influence; (5) that such education must be permeated throughout by the spirit, methods, and discipline of a free society, which preclude pedagogy in the classroom; and (6) that such education can be provided only by well-trained, professional

Known as “The Father of American Education,” Horace Mann is listed in Atlantic Magazine as one of the “100 Most Influential Figures in American History.” Although modern education in America has strayed from the original principles Horace Mann established during the creation of the common school, his multitude of contributions towards American public education marks him as worthy of this distinction.

When reflecting over all three of these biographies, of these highly influential men it made me realize how important they all were for helping develop our American Educational System. I know as an educator our education system did not just start one day, there were different theories behind developing the proper way for a successful public school education. The three men’s ideas and theories that helped develop the educational system we have today, were Dewy, Jefferson, and Mann. They all three had different opinions about what they thought was the best way for students to learn to become successful individuals. By taking bits and pieces from each of these men’s theories and ideas was the great way our educational system was able to develop.