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Chapter Three

Chapter Three. School as a Public Institution: The Common School Era. See timetable page 76. Analytic Framework. Political Economy Demographic Changes Political Developments Economic Developments Ideology & Religion Religion Consolidation of Classical Liberalism Schooling

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Chapter Three

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  1. Chapter Three School as a Public Institution: The Common School Era ch3

  2. See timetable page 76 ch3

  3. Analytic Framework • Political Economy • Demographic Changes • Political Developments • Economic Developments • Ideology & Religion • Religion • Consolidation of Classical Liberalism • Schooling • Common School / Mann’s Reforms ch3

  4. PE / Demographic Changes • Massive flow of settlers from the coastal states to the interior territories: potential weakening of nationalism / need to increase patriotic impulses (symbols like flag, patriotic songs, cartoons like Uncle Sam) • Irish immigration: Roman Catholics, very poor, mostly unskilled / Irish were met with religious bigotry, economic and social prejudice, and occasionally mob violence. • Urbanization: cotton textile industrialization / growing gap between rich and poor, increased crime, alcohol consumption, “lowering of morality” ch3

  5. PE / Political Developments Andrew Jackson • A war hero, defeated Native American in the South and the British in the Battle of New Orleans in 1812 • Jackson promised to champion for the common people (farmers, mechanics, artisans) • Laissez-faire philosophy, the breakup of the Bank of the US (getting the government out of the lives of ordinary citizens, allow the common man to compete for economic and other benefits) • Democrats Jackson’s Political Opponents: the Whigs • Descended from the Federalists (advocates of a strong central government that should function in the interests of the established economic order) • Party reformation: rhetoric for a strong government that work for the majority of people (support for railroads, turnpikes, and canals to develop remote areas of the country) • Support for the common school (state control) ch3

  6. PE / Economic Developments • Developments in transportation (ports, canals, railroads) / Huge expansion of commerce, especially in New York, Philadelphia, Boston, Baltimore • Increase demand for educated clerks • Increased wealth • Industrialization / cottage industry and later factory (the first power driven textile machinery arrived in the US in 1789) • Development of industrial morality and work ethic, displacement of traditional forms of culture / economic rewards, temperance, frugality ch3

  7. I / Religion • Puritans / Conservative Protestants, Calvinists: God was an angry God, humans are sinful, salvation a gift for the select few, abstention from worldly pleasure / literacy in order to read the scriptures • Liberal Protestants, Unitarian churches: benevolent Gad, humans are rational beings capable of understanding God’s works, women have rational capacities / literacy in order to understand the natural and social world and make rational choices • Humanitarian Reform: criminals, the mentally ill, delinquent children will be treated with kindness and be reformed (this was a religious obligation). ch3

  8. I / Consolidation of Classical Liberalism • Spread of classical liberalism to the general public • Laissez-faire amended: government could interfere when necessary to assist economic development (seeds of the welfare state) • Concentration of state power over education (state school boards instead of local school boards) • Positive freedom • Humans are capable of reason and should be approached on that basis ch3

  9. Mann and the Common Schools • Served as secretary to the Massachusetts State Board of Education 1837-1848 • Powers limited to the collection and dissemination of information regarding education in Massachusetts • Created county educational conventions • Distributed annual reports • Established Common School Journal in 1839 ch3

  10. Lessons from the Prussian School System • Designed to develop Prussian nationalism and position German states for world leadership • Aristocratic tier • Vorschule • Gymnasium • Military academics/universities • Common tier • Volkshule • Workforce/technical schools/normal schools • Reinforced Mann’s support for free, state-financed, state-controlled universal and compulsory schools ch3

  11. Mann’s Central Issues • School buildings, improved physical setting of schools through • Use of surveys • Public encouragement for model districts • Publication of school expenditures by town • Moral values: state determines and inculcates these values, common elements, great Christian truths / citizens committed to a secular faith whose moral values would play much the same role that doctrine had played in sectarian faith (conformity?). • Schools as agents of social harmony • Moral values as “common elements” of the common school • Anti- Catholic bias • John Stuart Mill’s argument for secular education • Foreshadowed continuing separation of church/state issues in schools ch3

  12. Mann’s Central Issues • Two conditions for the pedagogy of love (1) children who had been reared in homes where love, reason, and sound moral values predominated (2) teachers adequately prepared to understand the child, classroom management, and the subject matter. • A primary goal of schooling is to train children in self-government: rational understanding of the rules and laws and compliance by choice (not fear). • Teacher preparation: Normal school (new institutions, not incorporated into existing institutions) developed on the Prussian normal-school model / emphasis on methods, subject-matter confined to what was taught in schools, train technicians (not educate scholars). • The feminization of teaching • The economic value of schooling: see human capital theory / increase production, decrease social unrest, improve the economic conditions of the poor, change the consumer into producer (sel-sufficiency) • Criticism of the “common elements” and state control (Puritans, Orestes Brownson, John Stuart Mill, …) ch3

  13. Success of Common School Reforms • Supported by diverse interests in Massachusetts, including financial interests • Mann’s “common elements” was a satisfactory compromise for religious interests • Reforms incorporated popular classical liberal thinking ch3

  14. Comparison between Horace Mann and Thomas Jefferson ch3

  15. Concluding Remarks • Massachusetts political economy and ideology hospitable to state-funded and state-controlled schools • Horace Mann as leading proponent of schooling as agent of cultural uniformity • Questions remain about the implications of the common school era’s reforms ch3

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