Education Reform And Curriculum Design

Dickerson, Mark, Thomas Flanagan, and O"Neill Brenda. An Introduction To Government And Politics: A Conceptual Approach. 8. Toronto: Nelson Education, 2010. 126-142. Print.

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.

	Horace Mann was the father of the American School System. Horace Mann’s had many reforms on education. He was born in 1796. Mann determined what the purpose of education should be based on his own experience and observation. Mann also had many ideas how education could be improved. Many of these ideas have been followed by schools today as well. Mann also had ideas on topics which one considers today to be controversial. The public should take into account what Mann’s ideas were on these issues.

On May 4, 1796 Horace Mann was born into a poor farming family in Franklin Massachusetts. Because his family was poor, some of his educational opportunities were limited like many other kids in rural America during this time period. Mann’s parents could only afford to educate him eight to ten weeks out of the year. He spent most of his childhood working to help his parents with their financial issues, and therefore his help was impaired because of the stressful labors work.

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

Horace Mann was one of the most influential reformers in the history of American education. He was responsible for the Common School Movement, which was to ensure that every child receive free basic education funded by local taxes. Growing up in poverty where there was lack of access to education, the first secretary of Massachusetts Board of Education strongly believed that tuition- free education would be the “great equalizer,” and the key to fight against poverty and crime. As a result, Massachusetts’ residents were the

This chapter is all about redefining curriculum themes. The themes teachers do is just topical themes that actually may not benefit the students at all when it comes to development. We need to observe the children and find out what is their interests and use that to expand their learning. If we are going to have a curriculum it should be focus on were the kids are at and not from just a textbook. We need to go from traditional theme planning to developmental theme planning which is focused on the students and helping to develop them. This developmental theme planning will help when students are asking questions, their curiosity, their strengths and interests and their play. Children love to play whether it is pretend, exploration (they want to see how things work, feel, taste and etc.), construction or playing games with rules. Also, using things like birthday parties, fears of children like floods, earthquakes, cleanup, and setup to help provide developmental themes for the systems. It is important we have props beside toys that children can use when it comes to playing so they can explore different things. We should make themes off of observations that we see from our students.

Spearheaded by Horace Mann, the movement sought to make free public schools much more effective and longer in terms, to offer teacher training and higher pay, and to expand into a more challenging curriculum. Mann’s philosophy revolved around the concept that education is the most necessary part in a democracy because it is the only way to protect it. The people vote for the various positions in government and in order for the United States to have great leadership and to become a great and powerful nation, the people must be educated. Textbooks, like Reader and those by Noah Webster, exposed children to lessons of patriotism, morality, and idealism. William H. McGuffey, the writer of Reader, believed that public schools made education accessible and affordable for all people in the country (Doc. E).

Horace Mann – led the movement, wanted to help unruly children become civilized, and also achieved public education

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.)

The selection about Horace Mann, is from the text, School and Society: Historical and Contemporary Perspectives. NY: McGraw-Hill. 2011 by Steven Tozer and myself. I used to use this for the main text, but could no longer accept its rising price for students. Therefore I will use just several of the chapters, in fair use policy.

Furthermore, in 1846, Horace Mann, a Whig politician and education reformist asserted that a superior and universal law had dictated every human being, regardless of race or gender, deserved access to education and that it was the obligation of government to provide this (Doc 3). Horace Mann, regarded as the most devoted education reformist and a respected Whig, could or did not pass any national legislation to spread universal education. Additionally, during the Antebellum era, there were 2 whig presidents, Harrison and Taylor, and Whigs dominated both congressional houses during their presidencies; so education reform should have passed easily. In reality, Mann’s narrative of universal education for the purposes of creating “a culture of virtuous principles” was not fulfilled during the Antebellum era. Apparently, many reformists believed more in promoting a virtuous image of the U.S. than in pursuing laws to cement reforms. In 1841 Ralph Waldo Emerson lectured a Library association of Mechanic’s apprentices that “What is a man born for but to be a Reformer… a renouncer of lies; a restorer of truth and good, imitating that great Nature...” (Doc 2). Emerson, a 2nd Great Awakening lecturer emphasizes the goodness that results from reforms, a minor distinction from democratic ideals. Emerson does not mention equality or freedom as suitable motivations for reformists, rather, he emphasized reforming because it makes the reformer appear virtuous. As a prominent speaker, Emerson convinces that the primary concern of the apprentices in his audience is their self image, not spreading suffrage, liberty or equality

Further, the ultimate challenge in both settings is that the investigative process sufficiently confirms all likely sources of information are identified, while providing reasonable assurance that any source/suspect who is eventually interrogated is responsible for the alleged act or has access to the critical information sought. This process should make use of all available information (e.g., physical evidence, witness reports, apparent motive, access, opportunity, etc.), including in some cases a lack of

Lessons learned from personal experience throughout life are priceless in comparison to some education given in school. Learning new things about yourself and the people around you influence your opinions and morals greatly. The issue with structured education from the government, is that different governments require different curriculum, thus countries learn different things from each other. “And have educated you far better and more perfectly than they have been educated,” (Allegory pg 5). This reveals that those who experienced real life situations, had a deeper understanding than those who were taught.

A crime investigation can be considered more effective and complete if the investigator is experienced and has suitable knowledge of science and techniques and has a thorough understanding of his profession. As stated earlier, each crime is unique in itself