The First Law Passed By The Massachusetts Bay Colony

One of the many changes in the Age of Reform was the reform of public education. The first schools were built for religious purposes, but during this period, the reformers wanted better schools to make sure that the future voters would be informed. Also, these schools would help immigrants become part of the culture of American society. Massachusetts was

Most kids in early colonial times never had the chance to see the inside of a schoolhouse. Instead, colonial children usually learned about the adult world by doing things the way their parents did. But, just because they didn't go to school, their lives were not easy. Children were expected to help with a share of the family's work. Boys helped their fathers and girls did chores at home. By a time a girl was four she could knit stockings! Even with all the work they did, colonial children still found time to have fun. They cared for their pets, played with dolls, shot marbles, pitched pennies, and went fishing. They also played tag, stickball, and blind man’s buff. By the time they had reached age 14, most children were already considered

National Defense Education Act (NDEA), U.S. federal legislation passed by Congress and signed into law by President Dwight D. Eisenhower on September 2, 1958, that provided funding to improve American schools and to promote postsecondary education. The main goal of the legislation was to enable the country’s educational system to meet the demands posed by national security needs. Of particular concern was bolstering the United States’ ability to compete with the Soviet Union in the areas of science and technology.

	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,

     The ordinary colonial child, boy or girl, from ages six to eight would attend what was called a “Dame School.” There the children learned the alphabet, the basics of reading, some prayers, and a few basic arithmetic skills. Although learning to read was considered important, learning to write was not. The only aid in learning at

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,

The Morrill Act of 1862 and 1890 was the beginning of American Public Education. This trend was designed to provide equal opportunity to the different socioeconomic groups.

NDEA: The National Defense Education Act was passed in 1958, one year after the Gaither Report came out, and put a strong emphasis on Math, Technology, and Sciences in defense-related situations. (missile gap > technological gap > research gap > education gap) The goal was to put the US ahead in winning the “brain race”. Some effects of this were heightened enrollment/acceptances into university/colleges (increased amount of tax money and federal budget going to funding education/research). Overall $2 billion was put into putting the US getting educationally ahead.

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

During colonial times school and education was used to “maintain the authority of the government and religion” (Spring 13) as well as to maintain social distinction and uphold morals. Unlike today, many schools in the New England colonies relied heavily upon religious and racist teachings. And

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.

The 17th century saw the foundation and expansion of nearly all of Britain’s colonies on the Atlantic seaboard. This time saw the development of two distinct regions in this New World: the northern New England and the southern Chesapeake Bay region. Both regions attempted to recreate some aspects of English economy, society, and religion in their settlements, but they only did so to the extent which they felt fit for their new way of life. As such, the Chesapeake and New England regions, in the 17th century, developed similarities through their English heritage, but distinct differences as they pursued different goals and adapted to the specific demands of their unique environment. Both regions’ economic system were centered around providing

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

The children of the Southern and Middle colonies are uneducated and if this continues, our future generation will become illiterate and ignorant. The New England Colonies are trying to set an example to the other colonies by passing laws to force schooling. Massachusetts started the ball rolling by passing a law that required town of more than 100 families to provide a public school for the children, and town with 50 families or more to hire an instructor to teach them. Yet, even though the Middle and Southern Colonies are not as advanced in the education departments, they are starting to make some progress. In the Middle Colonies, there are a multitude of religions and that makes the schooling much more difficult. There are religious schools

The Old Deluder Satan Law written and recorded in 1647. The author of the law was the Massachusetts Bay Colony. Massachusetts Bay Colony was the first organized colony of England and established rules to elect officials and enact laws. The law was written to give compulsory education, hence, founding public school education in the United States. This document specified two laws: appoint a teacher and/or build a school.