Differences Between 1894 And 1910: The Structure Of Schools

The United States government has effected huge social changes in the last four decades. During 1940s United States emerged as a world leader. The past years of the 1900s many factors have happened that resulted in the change of the United States history and future. It changed the everyday lives

Previously, education was reserved for the wealthy. There were also a few smaller schools for parents who chose to send their kids. For example, Huck Finn was not required to attend school, but chose to partly because his dad did not want him to. Although, as the 1900s came closer, more public schools were becoming more numerous and states were beginning to require school attendance. By 1920, all of the states required students from ages 8 to 14 to attend school for part of the year. These schools were one-roomed school houses with classes ranging in all ages. Kids walked to school everyday, most walked around four to five miles round trip. Students learned with limited school supplies, sometimes only a slate, chalk, and a few educational books. School discipline, however, could be rather strict. Teachers were allowed to smack kids with rulers and other objects. Another difference from today’s schooling is the lunches. There was no such thing as a school lunch program, so students usually carried their lunch to school in metal

History of the Traditional School Calendar The American educational system is based on the traditional, nine-month school calendar, which has been in place for over a century. Originally, the United States was an agrarian society. The majority of Americans lived on farms. People made most of the items that they needed, and with little trade necessary, there was no need for schooling (McLain, 1973). However, as people branched out into neighboring areas, they needed to learn new skills, such as basic arithmetic to price items, measure land, and more (McLain, 1973). As a result, it became the responsibility of those who were less needed on the farm or in the factory to acquire knowledge for the family (McLain, 1973).

In the 19th century especially during the period between 1865 and 1900, many people envisioned the United States as a country with unlimited individual economic opportunities and a place where social equality and political democracy reigned supreme. I believe this does not accurately describe the real conditions in the United during the period. In the 19th century, United States witnessed and experienced economic improvement on the national scale though people still lacked opportunities to better their lives. Under the outward portrayal of brilliance and equality for all by the U.S., vices such as greed, oppression, corruption and segregation actually defined the real situation on the ground. Political and freedoms were equally limited. For this reason, it is untrue to conclude that individuals prospered without interference and that all rights were respected.

To start off with, the majority of the schools in the 1840’s had an attendance as little as 132 days per school year. Similarly, only 59% of the population of kids in the 1840’s attended school. However, 1 teacher taught all the students of all ages. The youngest students would sit in the front practicing their ABC’s, while the oldest students would sit in the back learning about Math, English (reading and writing), and History (geography). In fact, the older kids would sometimes help the teacher teach the younger kids. Instead of using mechanical pencils and white boards, students would use slates and chalk to write on the chalkboard. Surprisingly, school ended for kids after 8th grade, which meant that they would graduate after 8th grade. In order to graduate, students need to pass a final exam that goes over everything you learned over your lifetime. In addition, another interesting fact is that teachers lived with their students’ families sometimes because they had nowhere else to live. Nevertheless, teachers had to follow rules that were set by the leader or the president at that time. The teachers had to attend church and were not allowed to dance during special

“The period between 1965 and the end of the 1980s witnessed significant developments, not only in the provision of post-primary schooling in Ireland, but also in the way in which schooling was understood.”

The common public school has progressed greatly in the last hundred years. It has gone from single room school houses to massive buildings housing more than 2,000 students. Most people get an education past the eighth grade compared to the five percent in 1890 (Joy 2017) and a little over thirty-three percent of people over 25 have graduated college (The Hill). But despite these major changes in the public school system, the major goals and purposes remain relatively the same. The curriculum has changed as more knowledge has been gained but not much else has really changed in the grand scheme of things.

It’s 2016 and the world isn’t the same to as it was many years ago. Our world has changed tremendously in so many ways. The way people worked in the early 1900s is completely different to how people work now a days. With all these new machineries and robots you can say that people don’t have to put in as much effort anymore due to the aid of technology. For example, in the early 1900s you could not walk into any store and pay your items without a cashier present, and now we can, thanks to self-checkout lanes.

We were once a country that was founded by intellectuals who believed education was the path to salvation; they believed that the devil couldn't take an educated man and so they taught their children to exalt the written word. We were a country of theologians who did not believe in the literal interpretation of Genesis.

History of Educational Reform Today new school reforms have been formulated. These reforms are created to form individuals into becoming financially advanced and globally competitive persons. The very means to gauge the progress of the new reform is through test scores. Standardized tests and the test scores are now tantamount to accountability, transforming the educational system into a dehumanized market institution. The school is seen as a capital investment and is now measured according to financial value. Today 's school reforms have seemed to do away with the notion of schools "helping to create people who are fully developed as human beings and as democratic citizens." (Tyack D. 1997) However, amidst the prevailing regress in

Children of other classes (farmers, artisans, and merchants) attended locally run schools that had no set curriculum. They focused on practical knowledge such as basic reading and writing. In the Meiji era a standardized curriculum was developed. Technical schools were set up, and elementary school became mandatory for all children.

In the decades that made up the fifties, sixties, and seventies numerous events that would paint the canvas of American education took place. Equality was an idea that some thought we would never see. Civil rights leaders like Martin Luther King, Jr. saw this idea of equity as an obtainable dream that was in the hearts of all Americans. Though desegregation and the fair treatment of African Americans was at the forefront of the civil rights movement, there were several issues that would be brought to the attention of law makers, federal judges, and the education system. Such issues included segregation, bilingual students, and special needs education.

As I read the first few pages of the book, I am in full agreement with authors’ opinions and statements. We are expecting the American educational system to ensure that all students succeed and at the same time to endure drastic cuts to school budgets, it is an ironic conundrum. The authors’ viewpoint that the socio-economic standing of students plays a significant factor in students being able to graduate from high school and the ability to be successful the years after graduation I believe is very accurate.

The upper or ruling class of Victorian era consists of aristocrats and leading business and political families. The change of social structure in 19th century social and ethical changes, the high society life of recreation lost favour. In case of aristocrats, when the title and property went to elder son, he was required to accomplish many task rather than reflecting his family name or property. He was required to sit in Parliament, have a hand in nearby illicit relationships, and utilise his impact in a beneficent cause, despite the fact that he did not do any paid work. Although, apart from the elder child, the other younger children were also part of the property share, however, they were supposed to select their career such as military officer, or colonial administration.in other words, the children and the children of children were supposed to be aristocrat with special rights to practice and enjoy (Clark, 2013).

Education is an essential element of early life and is considered to be the bridge between classes and social structures. It is a worldwide equalizer and instructor, but academic systems have only been standardized and mandatory for roughly two-hundred years and consistently vary across the globe. These systems vary from year-round and 180-day academic years, to college-like structures and elementary organizations. In the United States, the academic calendar was created around a nineteenth-century agrarian society where there was need for a prolonged summer break that allowed for all members to aid in harvest. This system, to this day, is still in place in most schools across the country, but is failing in efficient education standards.