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Essay on history of educational segregation in us
Education during segregation
Essay on history of segregation in education in the united states
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Schools in the 1900s were very, very different. They faces many more challenges than they do today. They were racially, and sexually discriminatory. They were often in poor repair, badly positioned, and crowded. Although, some good things were in these old schools, such as the open-air school, which was a lot more Earth friendly than schools back then, and even now. These are just short details about these old schools, and over the next few paragraphs, I’ll tell you about them. First on the list, Sexual discrimination. Women in schools were primarily teacher, but even then, the few male male teachers there were, they were paid nearly twice as much as women for the same amount of work. Women also had very strict rules to follow. They were …show more content…
These early schools to say the best, were absolutely awful. They were badly located, exposed to noise, and the dust and danger of the highway was unattractive. As well as this, the average child spent a couple years in school, and barely learned anything. They were taught just basic grammar, and math, even the white kids. Teachers had little formal training, and were barely smarter than the kids they taught, but higher quality teachers entered classrooms, which was a vast improvement to school in the 1900s. Most kids were supposed to go to school until they were 16, but most never made it past the 8th grade. Also only 11% of children ages 14 to 17 were enrolled in a high school, and only 6.3% graduated. Sometimes, students could be up to 25 years old! Another problem with schools is the fact that most were one roomed, and very crowded. Also, of the 151 day school year, the average student went 50 days less than …show more content…
Most schools were built to house as many students as possible, although, not necessarily comfortably. They were also made to filter in the most possible natural light, since things like lightbulbs did not exist, or wre not readily available. About 45% of the long walls of schools were large windows. For a little of extra light, three to six candles were mandatory in a classroom. One advancement to schools, and other buildings as well, was early ventilation, and heating. Good ventilation was required in schools. A new type of school, called the open-air school, was a great step towards the schools of today. They allowed even more natural light, and great ventilation, As well as focusing on outdoor learning. They often put emphasis on physical health, which they believed would help with things like mental well-being. They were very functionalist. They focused on a more child-centered design, which would allow students to adapt quicker than they usually would. Open-air schools were also quite eco-friendly, for obvious reasons. These open-air schools were a very big step in the right direction. Alas, we come to an end. Those old schools were so much different than those we have today, and shaped our society into what it is now. Yes, there were some problems, but they all got fixed in the end, and I, myself, will end this
"School-Teacher Wanted: One room schoolhouse seeks a young, single white woman who is willing to leave her sheltered life and come teach twenty to thirty classes a day, for a variety of students ranging in ages from five to twenty-two. Teacher must be able to perform with inadequate teaching materials and minimal funding for her salary and for the maintenance of the school." If you fit these qualifications, you would've been a wonderful addition to the old Western schoolhouse.
Compared to people in the twenty-first century, with all their modern conveniences and technological advances, the life of any early-American seems difficult. However, the lives of children were among the most arduous. Linda Pollock states in her book Forgotten Children that between 1660 and 1800 families -and society in general- became more affectionate, child-oriented, and permissive of uniqueness and unstructured time (67). Although this may be true, many other sources depict the lives of children as taxing and oppressive at best. Children of the time were either forced to abandon education for their family contributions, or had to balance school with a full day's work ("Education"). Even when they were not in school or doing manual labor, their day-to-day lives were uncomfortable and harsh (Kids). Social status, as is expected, was a key factor in determining how hard a child's life would be (Murray 9). Although many children at the time had it easier than others they were all asked at an early age to take on adult responsibilities. The lives of all children in 1800 were mundane and difficult due to family and societal expectations for labor, schooling, and maturity.
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.
The focus on the appearance of the schoolhouse was mainly limited to the private schoolhouses, which wanted to attract the best students. Schoolmistresses decorated the school so that they looked relatively well-off, and conducted the school to give the appearance of a family/domestic setting. Unlike the public schoolhouses, the private schoolhouses aimed to attract a small number of the best students, whereas the public schools wished to attract enough students so as to collect an adequate amount of money for their salaries and other extraneous fees (Pederson 142).
* These schools were originally opened up to everyone and sustained through the donations of wealthy donors. Initially taught boys Latin and Greek grammar but in 1861 the administration was changed and more of the sciences were included. As a result, the schools became public in name only and were attended pretty much by upper class and middle class boys only.
Now that public schools were commonplace in America, they needed to be altered to increase knowledge of students leaving them. Through reforms and political events, schools became not only a place for learning math and English, but also a place to learn other skills that will help students obtain jobs once they graduate. School was becoming essential rather than optional.
In the 1920s, schools spent lots of money building and expanding schools. When the Great Depression, came like a giant tornado whirling out of control, many schools had too much debt, so they closed down. Other schools stayed open by eliminating extra programs like sports, the arts, and foreign language. When schools terminate these activities, the value of the schools ability to provide education goes down. Children need to be exposed to those things to thrive in life. Some schools even stopped serving lunch, so numerous children who didn’t have enough food now received at least one less meal a day. African American students were not welcome to white schools. They were put in a completely separate building due to segregation. Many children gave up their education to ride the rails in hope of a better
While the social circumstance and technological advancement in the late 19th century helped lay the foundation of the Chicago School, the new ideology of uniting emotional life and technical culture in modern society marked the central premise of the architectural movement. As Louis Sullivan emphasized the phrase “form follows function” when describing the style Chicago School (Sherman, 540), buildings during the late 19th century clearly conveyed his idea in concrete grounds. With new construction methods, economic forces, and social demands for more usable spaces, it was inevitable to abandon the established style from the past; since old styles were less taken as reference, the function of a building became the main concern when architects were determining the form of
Adults born before the 21st century possess a different account about their memories as students, and it would differ from students in the 21st century. My parents came from Lome, Togo in Africa and so did I, but their memories in school began in Africa in the 70s-80s, mine in the United States in the 21st century. Due to location and time periods, our memories do not relate much. Although schools back then and schools now had a common goal to ensure that their students accomplished what was necessary in order to make it to the next level of school, their preparation process and conditions differed.
Education is a huge part of the average American's life. Being the law, everyone must go to school from ages, of 5 to 17 or 18 years old depending on the person's birthday. This whole progress dates back to the late 19th century, making public school an invention well over 100 years old. Now if you take a moment to look at other inventions such as the telephone, the automobile, and the television, everyone in this world can agree on how from the original models to the version of today, unimaginable improvements were made. As the world and technology changes, so does the telephone, automobile and television. Now take a look back to the very first classrooms, you will see little to no change as our public education, over the 100 years that it has been alive, has not improved and has kept its odds original methods. Looking specifically at what public education has and has not changed gives our generation a real insight on how our public education system has not improved, but not closing an optimistic eye we can also see how our public school system can improve for future generations.
Education in the era of the 1500’s to the 1600’s was quite different. If you weren’t rich most likely you didn’t attend school. Schools were first started with boys in mind because they were needed to help with church services. The boys were taught grammar and song so they could sing in the choirs at church. Most children in the middle class were taught Latin, philosophy, and sometimes law. The poor people could not afford to send their children to school. The cost was too much so they did not get an education. Sometimes churches offered schooling and the poor children could attend. Being allowed an education was how people knew you were rich and wealthy.
In the 18th Century although formal schooling was not widely available, colonists began to establish public schools in the early 1600s. By the time of the American Revolution, some colonies were partially funding public grammar schools. At first, only boys could attend these institutions. Throughout the 17th century, only women whose families were wealthy enough received formal private educations. The education of poor women was limited to whatever they picked up at home.
High school started in the nineteenth century. High school was to help the middle-class get more educated and have students go to a more public school than private. “Some Middle-class parents wanted a secondary school that, unlike the private academy, was part of the public school system.” (Gutek, P.125) Middle-class parents wanted their children to be in a multipurpose secondary school that could prepare the students for college admission and others as managers and skilled workers. At the start of the high school era, only boy were allowed to get educated. More women than men taught in elementary, while more men than women taught in high school. High school teachers salaries was more than elementary. The reason was for this is because high school teachers graduated with a college degree, while elementary teachers graduated from normal schools, do not have a college degree. Another reason why high
For the past decades, gender discrimination has been happening everywhere for women. In society, women have never been treated equality like men was, especially in school. Men always had a lot more opportunities than women did. All the teachers in school were males at the time because no women were allowed to become a teacher. With most male teachers around, boys were always doing better in school than girls because boys attended school longer than girls did. Women have been discriminated in school a lot and it has happened for awhile until June 23, 1972. When the Education Amendment Act also known as Title IX was passed.
The changes in classroom design: From the middle to the end of the 19th century,