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a) Horace Mann, the then secretary of the board of education of Massachusetts, USA travelled to Prussia in 1843 to study the Prussian education system. Subsequently, Massachusetts decided to adopt the Prussian model of education but with a common school system. Why do you think the education system in USA at that time had significant differences from the Prussian education system even when it was broadly based on the Prussian model?
The kind of education that a nation want is directly influenced by the kind of nation it want. As education was seems to be a weapon to carve the nation. The Prussian education system that started at eighteen centenaries was set up by the political elite in a way that they can shape their nation in a modern industrial
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nation. Whereas the aim behind education, for The United States was, perhaps to shape the society that was set up as a result of democracy. Whereas in England and Wales, the elite carved the education system in their favor Induct the traditional to themselves only and for mass they offer only basic literacy and numeracy.
The state like England and Wales were more focused into religious education and the other forms of education there was only offered to elite. The modal of Prussian education system attracts many others nations too and influenced them to take it as a role model for their education system. The model somehow gave the structure of the modern education that was mandatory for everyone to a certain level.
After the defeat of Prussian in the battle of Jena in 1806 by the amateur army of napoleon it was found by the professionals of Prussia that the reason behind losing the battle was the selfhood of the soldiers because of what they didn’t obeyed orders. In his work “Addresses to the German Nation” the writer and
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the philosopher Johann Fichte addressed that the only way to rebound the Prussia again can be done only by the forced schooling which will promote the social integrity and the moral duty in a citizen to obey the orders to fight against the mortifying defeat. In between the battle of 1806 and the death of the education minister altenstein in 1840 the nation was strongly amalgamate the national system and education. The fist important move towards the national education was by the great Frederic II compulsory attendance law of 1763 and the first crucial shift towards the state control was to create the secondary school board which offered rights to the state to control the teacher and school. In 1808 Humboldt create Volksshule system in which each of the provinces was provided with a board of secondary schools and each district with governmental board to supervise primary and junior secondary education. The 1810 law made education a secondary activity which was compulsory for 3 years but in 1812 it was incremented to 9 year of compulsory education which restricts the education to higher education to those 9 years of schooling only. The modern education and the schooling were started in 1819 where education was imposing on a nation by force. The school systems was funded by the taxes and allow all the students to study for free as well as they made attendance a compulsory factor. The schooling was mandatory for eight years to prepare child for the contemporary world. The goals of the Prussian education system were to create obedient soldiers, subservient workers to, submissive civil servants, compliant clerks and dutiful citizens.
This educational system provides students only basic numeracy, writing, and reading. The reason that carved this education system was religion because most of the group and the Pietists, believed that god can be understand through Bible so one should know how to read? And that was also the reason behind restricting the free education only to 9 years of schooling so that it could get offered only to the elite one. The idea behind educating 92% of the children according to the Volksshule was not to develop the child but to carve him or her in a dutiful. Only 8% of the students were schooled in Real School education, to provide education beyond that 9 year was treated as the contribution towards losing
battle. The Prussia and The USA both are different civic nations. Whereas USA was an individual state rather hen federal government on the other hand Prussia was a clear absolute and autocratic state. Both the system were quite different in the structural formation as one was individual state and other was monarchy but still USA adopt a system based on Prussian model because previously the state was govern by the British and the only need of education was to educate the children for religious purpose later on it was argued that the state comprises of people from different countries and believing in different faith and clergy are forcing them to educating them in English and enforcing their religious view on them by the mean of public education. After the independence in 1791 only seven had the provision for education out of the fourteen states and till 1840 it was found that the education was only offering to the wealthy children. The USA educators were very much fascinated by the Prussian model. All the reformers shows vigorous interest in Prussian model of education and as a result a number of American educators travelled to Prussia to analyze how the system works and after their return to USA they showed intense interest to implement it. In 1843 Horace Mann after travelled to Prussia and understood the Prussian model of education worked as an instrument in implementing the Prussian model of education in USA. Edward Everett governor of Massachusetts instituted a policy based on the model. Mann convinced his fellow modernizers and Whig Party to legislate tax-supported elementary public education in their states. Most of the state of north whereas support one or another version of the education system established by him in Massachusetts mostly the program framed for training i.e normal school. The system constituted compulsory attendance, teacher training institute, competitive tests, age graded curriculum , a fragment of subjects and periods. The goal of education system of USA was to assert a superior claim to child than parents. Americans were very much impressed with the Prussian education model emphasis on social cohesion. The reason behind the education was different for both on one hand Prussian education model wanted a dutiful citizen and on other hand USA education model wanted a education as a tool of developing human resource. The USA wanted to copied only the positive aspect of the model so they framed common school system despite of adopting the whole Prussian model as they believed that an education system under the control of state could be effective tool to forge the citizens together and that could also work as melting pot for the diverse population of immigrants and also to offer equality to gender and race. The other reason behind adopting the common school of system was the political upheavals, and economic transformations. This gives the opportunity to build a national identity of the state without private schools, and charitable and religious institutions dominating the scene.
Frederick the Great exploited the advantages of military evolutions and revolutions to develop a powerful nation-state, Prussia, through the exploitation of economic and social policies forced Prussia advantage of superiority and employed their society norms upon others. The implement of the infantry, cavalry, and artillery assisted with the revolutionized Prussia to military superiority through the delivery of lethal strikes and unwavering means to survive. In conjunction with economic and social policies, the incorporation of increased military professionalism fostered forces that were more disciplined and utilized tactics, enabling military evolutions and revolutions to become more innovated. As Parker stated, “Prussia was thus a state
The Prussian Baron von Steuben, being a newcomer to the Revolutionary cause in America, was in a position to see many of the deficiencies in military discipline and their causes. The reasons for his unique insight may have been due to the fact that he was distanced from the revolutionary ideals in America, and as a result, was able to better observe and understand them; and ultimately use them to shape his new and successful form of discipline in the Continental Army. Most of the commanders of the Continental Army, from the commander in chief to the lower officers had subscribed to the traditional European method that relied on fear to achieve discipline. This method of fear was probably not essential, and had little if any effect in the early days of the war because the soldiers were mostly fighting for their own ideologies. To the soldiers, the commanders were of little importance.
Thesis: I agree that teacher qualification is an essential element in providing excellent education in public schools and many of the concepts Horace Mann advocated continue in public school education even today.
Through this time period in education the main focus of the era was to build an educational system that was right for the students. Also there was a need for a curriculum that would serve to organize students to participate in the world of business. Schools have become to have very low principles and also low value that would not suitable for the students to have the best level to be successful outside of school. With what was happening in schools the government than started to believe that the low standards and quality the students had put the nation at jeopardy and even the economy around them. Schools were than being accused for the disasters in education and the main purpose during this time was to change the school system that was getting bad. The curricula changed, it became stricter for students,
William Edward Forster drafted the Education Act of 1870 after the government decided to educate the citizens of the country and because England feared that they lacked an effective education system (Docstoc-documents). This act was also known as the Elementary Education Act and it was a culmination of a long struggle (thirty years) to establish an effective and nationwide education schooling system for children ages 5 to 12 (Looking at History). Jackson wrote, “Forster did not go to school until he was thirteen, he was taught by his mother” (16) could be the reason why he started the Education Act. Therefore W.E. Forster contributed in creating school boards for England, and the country would be divided into about 2,500 school districts (Spartacus Educational). Like W.E. Forster stated in his speech, there are two primary objects in this bill t...
These schools were intended to be universal and state funded, making use of normal schools to train teachers especially suited to imparting education within the given state system. While these normal school trained volkschule and vorschule teachers within the Prussian schools were indeed superior to their American contemporaries, the problems with pedagogic training were not ignored, even by Mann. “The secretary was not completely oblivious to the dangers inherent in using institutions designed for an authoritarian society as models for a democracy, but he quickly dismissed them as inconsequential.” ( Tozer, S., & Senese, G. (2009) p.65) “If Prussia can pervert the benign influences of education to the support of arbitrary power, we surely can use them for support and perpetuation of republican institutions.” (Mann, H. (1844) p.23).
This quote explains how education was available for everyone, which helped those who were illiterate who had learning disabilities. Additionally, “A whole new educational system was created in which traditional education was thrown out and new, innovative techniques were implemented that emphasized self-activity, collectivism, and choice, and that drew on students’ prior experience, knowledge, and interaction with the real world” (Text 2). In this quote, Behrent explains how the education that was brought up by Stalin, led to positive effects for Russia’s society. As a result, according to the text, the literacy rate in Russia dramatically increased and Stalin’s new education system was a success.
Conant is responsible for having most of the Prussian education system in most of US high schools like the nine months of school years, and the attendance of thousands of students that go to the same high school (Gatto 36). The Prussian’s system wanted to manipulate a person’s abilities to favor the government, to damage the students’ critical thinking by implying their own standard to create a governable society (Gatto 36). The standardized testing leaves students who didn’t have a good score in the test to be placed in low-level classes. Gatto says that government 's purpose is to assign a group of people to complete the mission of watching over and controlling a society whose expectations are low so that the government can lead without being challenged or questioned (37). In that case, parents and teachers should work together to encourage every student to do their best to not let the government put a hold on their dreams and
The United States education system would look quite different without the ideas brought to America by the German immigrants. Germany’s influence can be traced back to the beginning of our country. Their impact goes back to the first German settlement in 1608 at Jamestown, Pennsylvania. German immigrants to Colonial America brought with them their culture, traditions, and philosophy about education. Much of the formal education system currently in place in the United States has their roots in Germany. The German immigrants are responsible for the first kindergarten in America, introducing both physical and vocational education, and establishing a universal education for all students. They also had a strong impact on the beginning of universities in our country. The German people were deeply religious. These religious beliefs carried over into our new schools as our nation was formed. As far back as the 1700’s, the school was an avenue to establish superiority over other nationalities. This paper will investigate the influence that German immigrants have had on American education during the time when America was being colonized and onto later years . This paper will also examine how our modern education system has roots from the early German schools. It is my thesis that our modern education system has been strongly influenced by the German people that immigrated to America.
Orestes Brownson engaged in open opposition of Horace Mann’s vast reform policies of the Massachusetts State Board of Education. He directly opposed Mann’s work in Massachusetts on the formation of a centralized, state run school board on the grounds that state power over the educational process would result in biased and undemocratic instruction lending favor to one political interest group or another. In addition, Brownson held the belief that the state normal schools produced relatively uninformed teachers, which were in effect more akin to technicians. The Normal school system, which was adapted by Mann from the Prussian system during his travels in the eighteen forties produced teachers well informed in pedagogical methodology, while nearly uneducated in academic concepts beyond the scope of elementary education.
The Forgotten Soldier is not a book concerning the tactics and strategy of the German Wehrmacht during the Second World War. Nor does it analyze Nazi ideology and philosophy. Instead, it describes the life of a typical teenage German soldier on the Eastern Front. And through this examined life, the reader receives a first hand account of the atrocious nature of war. Sajer's book portrays the reality of combat in relation to the human physical, psychological, and physiological condition.
The education system has been a controversial issue among educators. Requirements of school do not let student choose what they want to study for their future. It’s a big issue to force student study specific curriculums, which don’t help them improve, and what they like to create something. Educators choose a general system for education to all students which based on general knowledge. Intelligent or genius students have to be in that system of education, which doesn’t let them improve their creativity. Educators attempt to change that system to make it better, but their changing was not that great to be an example for the world. Also, did that change qualify education system to compete other systems or not? In some examples and reasons have been made me agree with some of points from Gatto’s and Edmunson’s and disagree them.
Prior to unification in 1871 the territory that would become Germany was comprised of thirty-nine independent states and city states joined together in a loose German Confederation. The most powerful among these states was Prussia, both geographically the largest state and that with the largest population. The influential politicians and policies that came out of Prussia were instrumental in the gradual formation of a united Germany. Beginning with the rise of Napoleon, the nineteenth century was a time of incredible change which dramatically altered the political balance of Europe. In order to understand the factors that culminated in official German unification on January 18 1871, it is necessary to examine the preceding decades. No single factor can be credited for the unification of the German states. Rather, the combined forces of social change, economic strength within a unified customs union, the moral justifications provided by nationalism, Bismarck’s careful manipulation of internal politics and the advantages gained through military action resulted in the unification of Germany.
Education is a vital part of society. It serves the beneficial purpose of educating our children and getting them ready to be productive adults in today's society. But, the social institution of education is not without its problems. Continual efforts to modify and improve the system need to be made, if we are to reap the highest benefits that education has to offer to our children and our society as a whole.
Before, the education system used to have the best interest of children but instead it seems as if the professionals who work for the system cares more about the job qualifications than the true value of education and how well the people are attaining it. Public education uses to led the road to success, but after going through thirteen years of it and seeing what the public education system is all about, people have come to realize that it only affect others later on in life negatively.