Prompt:
Schools had existed in Massachusetts for over two hundred years when Horace Mann came on the scene. What was so unique about his work and his proposals? Response: Horace Mann was unique in the sense that he generated enthusiasm for the idea of the "common school," by appealing to a variety of motives, which were not always consistent or compatible. Mann started a movement that reflected the values of republicanism, Protestantism, and capitalism. The common school revival held out the promise that the educational frontier was as open and promising as the land itself (Urban 102). The common school movement unleashed a set of ideas and a series of trends that are still in motion. Schools should be free, not based on fees. They should be open to all, not just a few. They should foster morality and ethics but avoid sectarian entanglements (Urban 102). Horace Mann and his school reform activities represent the essence of the common school movement, which advocated more tolerant and less confining beliefs than those of the Puritanism of his youth (Urban 87). Mann’s 12 years of work as Secretary of the Massachusetts Board of Education earned for him the title “Father of the Common School" (Urban 88). He encouraged the citizens of Massachusetts to support and to patronize the common schools and to embrace a variety of educational innovations. He advocated for the common schools and the teaching of broad Christian principles (Urban 89). In addition to difficulties in the area of religion, Mann had to confront opposition to the common schools from powerful white Protestants in Massachusetts, since they opposed the idea of common school and their own personal interests correlating (Urban 89). The two main reasons Mann wanted others to support the common school, was that it was an institution that existed not for the benefit of any individual, but for the benefit of all, and that therefore he demanded support from all. The second reason is because he though the common school could mold young children into "good Americans" (Fraser 35). He thought that a common school would prevent class divisions in the U.S. from occurring, like how they did in Europe. Mann’s “soft-line” Pestalozzian pedagogy also furthered the cause of women’s entry into teaching. He encouraged normal schools to train their women students in the new pedagogy and to facilitate their entry on a large scale into Massachusetts’ common schools (Urban 94). He wanted to replace the traditional idea of a male schoolmaster. However, a woman schoolteacher was paid much less than a male schoolteacher. Mann’s main goals were to have graded classes, centralized administration, and standardized assessment. He firmly believed in the transfer of private resources to the public good by taxation for a "necessary cause," such as the common school movement (Fraser 38). By starting this movement, children were able to be taught equally. As Mann said, the common school existed not for the benefit of any individual, but for the benefit of all (Urban 89).
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Prompt:
Compare the educational plans of Jefferson, Rush, and Webster. Note at least one point where all three would have agreed and at least one point of disagreement. Response: Thomas Jefferson's educational plan wanted schooling for all citizens, specifically for two reasons. The first reason was because he believed that educating more people would protect them against the tyrant rule of England. The second reason was that he saw quality education, as means of finding a few leaders of the future among the poor of the Commonwealth (Fraser 18). He believed that society would be better off, if an education could provide a few good leaders from the "rubbish" (Fraser 18). Although, when speaking of education, he never really included women when referring to "citizens." He did not deem the importance of educating women, since he did not perceive them as leaders. Benjamin Rush's educational plan agreed with Jefferson's opinion that a new form of education was needed in the new nation (Fraser 18). Rush believed that citizens needed to be educated at home, not abroad Urban 60). However, Rush disagreed with Jefferson on not educating women and created a series of lectures that were published as "Thoughts Upon Female Education." In the series, Rush outlined his version of republican virtues and education, which was the vision of the educational needs of female citizens (Fraser 18.) Rush's view on education for women is a reflection of the term "Republican motherhood." This was a belief that women needed to be educated in order to be fit partners for their husbands and fit mothers to raise their sons for active citizenship (Fraser 18). Jefferson also firmly believed that the new states could not survive long, if the general population remained ignorant of the "true" laws of government and social order (Urban 54). Noah Webster's educational plan is best remembered for his dictionary, but he also played a vital role in shaping American English (Fraser 18). He published a dictionary that showed the new creation of the American language. The new language was somewhat different from the previous English language, spoken when the United States was under the tyrant rule of England. Webster formed a "blue-backed speller" that went into great detail on how to read, speak, and spell in the new American English (Fraser 18). The "blue-backed speller" was crucial for for many in the post-revolutionary generation because that is how many of them learned how to read and write (Fraser 18). The main point that the three men agreed on was changing the education being learned in the United States. Since the United States was under the tyrant rule of England, the education between the two countries were similar. However, all three men wanted to somehow make the education in the United States different from England's education. The disagreement between the three men would be on how to change the education system. Jefferson did not regard the importance of educating women, whereas Rush did. Rush believed that women should be educated in order to be fit wives and mothers. On the contrary, Webster did not have an opinion on who should or should not be educated, he simply wanted to revise the way American English was spoken, written, and read. Prompt:
Describe the different literacies sought by the colonial governments for the children of Europeans, Africans, and Indians. Why did the government seek different kinds of literacy for different groups of people? Response: The different types of literacies sought by the colonial governments for the children of Europeans, Africans, and Indians depended on the family, the community and the church (Urban 44). The different literacies wanted to ensure that everyone in the colonies were inducted into a common culture, which was English (Fraser 1). The reason why the government sought different literacies for different groups of people relied on the settlers and the community. For instance, English settlers in colonial era feared that literacy and Christianity would allow slaves freedom, but the government decided differently and allowed slaves to become educated (Fraser 2). Despite the fact that slaves were allowed to become educated, they still were not allowed freedom and had to remain slaves. The education amongst the Middle colonies showed the diversity of the region (Urban 40). In one region, the Dutch West India Company initiated a town school in New Amsterdam in 1638, which inspired similar schools to start in the outlying villages (Urban 41). In a different region, the SPG began. The SPG was a charity organization designed for indigent children and Indians (Urban 41). On the country, a new company named, The Virginia Company, forced American Indians to be inducted into Christianity and the English culture (Fraser 2). Religion was a huge factor in children's education and some religious individuals educated children, like the Quakers, who advocated for literacy. The Quakers schools were controlled and financed by local congregations, therefore the schooling was free for boys and girls, along with Indian and African American children (Urban 41). A few years later in 1642, a law got passed requiring the head of every household to teach every child in that household, including their biological children, nonbiological children and servants. Then in 1647, another law got passed, which allowed schools to be created (Fraser 2). This law did not require children to attend school, but it gave the opportunity for children to go. However, it was required that all children were able to receive an education. |
Alexsia HarlanI am a sophomore elementary education major at Bradley University. |