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American education in the 1800's
American education system
Religious influence on education
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Americas Battle for Education
Can you imagine America without an educational system? Well I can’t! Well that’s what our country had to face while it was in its infancy. When the war for independence successfully birthed this nation it had no educational system in place. Just how did early America handle education? Being that education mean to develop mentally, morally, or aesthetically especially by instruction. The way that America handled education can be split into the following four topics which are, where they learned, what they learned, the decline of village schools, and the increase in education for girls. Today we directly benefit from the reformer’s movements.
As a young boy in early America, your educational choices were very limited and based upon your family’s economic status. You would probably have found yourself
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During the 1820 and 1830’s when the great awakening filled America. During this era many new religious groups were formed that had different view on the bible. Many of these religious groups thought that the principles that village schools taught were dull and inefficacious. An even greater threat that village schools encountered was the immigration of Roman Catholics. The bible translation that village schools used was the King James translation which was protestant. Catholic had three unsuitable choices for their child’s education, either to attempt to change Americas educating method, send their child to a school that teaches protestant mortalities or not send your child to a school at all. Reformers including Horace Mann set out to change this by creating free public schools. These public schools kept with the basic principles like the Ten Commandments but left out any religious ideas that caused divergence. Well most people appreciated a free education some strong believers disliked Mann’s compromise but found it hard to refuse the
In Daily Life in the United States, 1920-1939: Decades of Promise and Pain, author David E. Kyvig, creates historical account of the Great Depression, and the events leading up to it. Kyvig’s goal in writing this book was to show how Americans had to change their daily life in order to cope with the changing times. Kyvig utilizes historical evidence and inferences from these events and developments to strengthen his point. The book is organized chronologically, recounting events and their effects on American culture. Each chapter of the book tackles a various point in American history between 1920 and1939 and events are used to comment on American life at the time. While Kyvig does not exactly have a “thesis” per se, his main point is to examine American life under a microscope, seeing how people either reacted, or were forced to react due to a wide range of specific events or developments in history, be it Prohibition, the KKK, or women’s suffrage.
Throughout American history, politics changed with the times, forming and growing as new situations and environments took place. However, the most drastic differences occurred between 1815 and 1840. During this time, the North and South develop different economic systems, which created political differences between the regions. Between 1815 and 1840, the number of eligible voters drastically increased as politicians utilized a wider variety of campaigning methods in order to appeal to as many voters as possible, all essentially caused by economic growth. Politics grow to include universal white male suffrage, a strong national government, and nationalism versus sectionalism. Economic Growth (American System, Industrial Revolution, Sectional Economies, Internal Improvements & Inventions) caused the political party changes.
John Taylor Gatto, who was a teacher at the public school for twenty-six years, and the writer of the essay “Against School” that first appeared in Harper’s magazine in 2001, censures and blames the American public school’s educational system in his argumentative essay with various convincible supporting ideas. Gatto argues that the demands of public education system’s schooling are essential problems in “Against School”. Gatto shows some positive examples of the educating without forced schooling and shows models of the ‘success without forced modern schooling’. Indeed, the writer insists that historically forced schooling is not related to intellectual and financial success in American history. James Bryant Conant, who was the twenty-third
Education did not form part of the life of women before the Revolutionary War and therefore, considered irrelevant. Women’s education did not extend beyond that of what they learned from their mothers growing up. This was especially true for underprivileged women who had only acquired skills pertaining to domesticity unlike elite white women during that time that in addition to having acquired domestic skills they learned to read a result becoming literate. However, once the Revolutionary War ended women as well as men recognized the great need for women to obtain a greater education. Nonetheless, their views in regards to this subject differed greatly in that while some women including men believed the sole purpose of educating women was in order to better fulfil their roles and duties as wives and mothers others believed the purpose of education for women was for them “to move beyond the household field.” The essays of Benjamin Rush and Judith Sargent Murray provide two different points of view with respects to the necessity for women to be well educated in post-revolutionary America.
Education was greatly influenced by Christianity during 1788 through to 1900. Settlers concerned to leave religious divisions in Britain believed that ties between church and state should be eradicated and that churches be supported by their own followers. Subsequently, with numerous denominations supporting this idea, concerns were partly met by the granting of financial aid to the major religious groups, including the Church of England. Individuals churches used this aid to maximise its religious and educational influence. Governor Bourke later extended the state financial aid and attempted to introduce government schools based on the national system in his native Ireland. However, non-Anglican Protestants, who had formed in 1835 a society for promoting schools where the Bible would be a basis for general education, insisted on its wider use in the proposed national schools than was permitted in the Irish system. Catholics supported the Governor's proposal which further angered the Protestants. The successive alliance between the Anglicans and the Protestant denominations favourably brought about an anti-Catholic move to condemn concessions to a religious minority at the expense of national school systems based on the religious teachings of the Bible.
Started by the Congregationalist, this too was founded as a school to train men for the ministry (Barton, (2004)). This school produced men that signed the Declaration of Independence as well as the Constitution of the United States of America (Barton, (2004)). This school knew and practiced the belief that God’s Word was of utmost importance in education.
Many people see history as a set of facts, or as a collection of stories. The reality, however, is that history is a fluid timeline. Each act of an individual or a group has an effect on others. Each moment in history is a building block that, good or bad, contributes to the stability of the next. This can be seen clearly in American history, as there have been several developments since the 1800’s that have played major roles on the growth of the nation.
From reading the book, I have developed my own stance that the book education system is similar to today’s education system. I can relate with the text because I have noticed most of my history fails to mention successes of the Negroes. In fact, I was astonished that Dr. George Washington Carver had invented peanut butter. I can relate to chapter four’s solution because in my school system, Teach For America teachers who were from different areas and ethnic backgrounds were ill equipped to teach African American students while an older teacher would be able to raise test scores and teach students
Different ideas were being expressed through The Second Great Awakening. The religious focus was now turning to God’s mercy and benevolence, which sparked other beliefs and ideas. People started believing that they could control their own fate. Worship services consisted of singing hymns and personal testimonies to make it more emotional. Many found religion as a soft comfort during the difficulties of this time period. Charles Finney was one of the most effective evangelists of the time. He entertained and edified, preached on conviction, repentance, and reformation (DOC B). The belief that parents could contribute to their child’s salvation led women to want to spiritually educate their children. Spiritually educating led to the belief that education was important. Schools were started to educate children while they were young. Many lower-class families had to go to high extremes to put their children in school. Children were needed to help work in the homes, but families saw that education was important, and they would allow their children to attend half a day or more of schooling (DOC E). Religion and education was becoming better known throughout society. America saw they needed to apply higher principles to gain benefits of the highest physical, intellectual, and moral education in order to be a gre...
In early American history, society believed that women did not have a place in education and high-level learning. They were told not to bother their brains with such advanced thinking. Middle and upper class women learned to read and write, but their education ended there. A woman’s place was said to be in the home, cooking, sewing, and taking care of the children. In the case of upper class women, their “to-do” list was cut even shorter with the servants present to do the work.
In a famous passage, “The fight for justice against corruption is never easy. It never has been and never will be. It exacts a toll on our self, our families, our friends, and especially our children. In the end, I believe, as in my case, the price we pay is well worth holding on to our dignity.” ( Frank Serpico BrainyQuotes) With the current events in the 30's era affecting the adults and children everyone
George P. Landow, Shaw Professor of English and Digital Culture, National University of Singapore, "A Critical View of British Public Schools," The Victorian Web, http://www.victorianweb.org/history/eh4.html, Last modified 26 March 2002.
Education is identified as a major canon of Victorian Times. Although education was used for primarily religious purposes and for the rich, as it was for decades prior; during Victorian Times, elements have modernized. However, based on a person’s socioeconomic status, their education was varied. Because of this, throughout the nineteenth and twentieth centuries, education has become a major aspect of reform. These reforms became the bases of our educational rules and laws today and have contributed to modern educational teachings. Education and its components during the Victorian Era has lead to changes that still impacts today’s education system.
Many changes have been seen over the past 250 years. First, is the 17th century where there was Colonial Education. This education took place in a private setting and was only available to upper-class white males. Students had to memorize their lessons due to a shortage of supply for textbooks and paper. Most lessons for these students consisted of reading, writing, math, poem and prayer. When students got older, the schooling would start getting them ready to later enter into plantation life. Unfortunately, poor children at this time were not educated in literacy and religion. Also, there wasn’t much in teacher preparation. Due to the lack of success in other lines of work, people often became teachers. In the 18th century, more schools
The next section of the course dealt with the actual history of the American education system. In the beginning (colonial times), all schools worked by themselves and acted as many “private schools” that we see today. The curriculum in these old private schools were very classical in nature since this curriculum included subjects such as Latin and Shakespeare studies. Over time, these schools were replaced by academies that had a more “practical” curriculum which included subjects such as basic reading, writing, and mathematics and sciences. Over time, these academies were replaced by other newer schools. These newer schools then united together and this created