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Horace Mann Try And Standardize Education

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EPFE 321 Mid-term
Over the years there have been many different views on the direction that education and schooling will take in the role of the United States society taken by influential people. Some of these people included the Puritans of the Plymouth Colony, who believed that children needed to work to prevent them from being influenced by the devil. Thomas Jefferson who believed that everyone needs to be educated for the betterment of society and that people should earn their respect and merits and that it shouldn’t be just given out for nothing. Horace Mann started to try and standardize schooling so that if children moved they would still be learning nearly the same curriculum that they had left, he also tried to further …show more content…

As the country started to get bigger and technology started to get slightly more complex, society needed to grow in the educational section. Horace Mann began the thought that a way to more make sure that the entire country would be on the same page and on the same level in the educational system was to make the curriculum more standardized. Before this, Puritans and Jefferson had left it up to the school and community to create the curriculum and how it is taught. This made it so that not everyone was taught the same and some got a better education while some had a school that was possibly not even considered a real education. Because of this, if a student had moved the would either be behind in the new school or really far ahead. Horace Mann saw this and introduced the McGuffy reader. This further took the bible out of the education system. This angered the most people thinking that children will no longer be taught the bible, however the United States had the separation of church and state and with the state starting to give more into the educational system the bible needed to go out. Horace Backed this up with saying “So the religious education which a child receives at school, is not imparted to him, for the purpose of making him join this or that denomination” (Mann 104). His point of saying this was so that people who were trying to keep religion in schools are practically forcing a religion that might not be the same as the students upon them instead of letting them choose for themselves. Since schools were now starting to be supported with taxes, the other point was if they incorporate religion they would have to incorporate all of them. Or there would be people who were paying to support something they didn’t believe in even though they had no choice in the matter. The most major of the differences between this era of Mann is the population has started to grow along with taxes starting to support the schools.

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Like many kids in rural America during this time, Mann was educated in a one-room schoolhouse. These one-room schoolhouses often lacked the funding necessary for even physical maintenance and academic resources.

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He uses ethos, credibility, by being named the “father of American public education”. He uses pathos through, “But is it not true that Massachusetts in some respects, instead of adhering more and more closely to her own theory, is becoming emulous of the baneful examples of Europe?”(Mann 150), by create a feeling of wonder and questioning equality. Mann uses logos when he said, “surely nothing but universal education can counterwork this tendency to the domination of capital and servility of labor”(Mann 151) because it presents logic that education will overcome the discrimination between the bourgeoisie and proletariat. The use of appeals supported Mann’s argument because it provided reliability, emotion, and

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How Horace Mann took a stand against private schools and education and made a big difference in children's and adult lives. I think that Horace Mann is important because without him we wouldn’t have compulsory education. Horace Mann is relevant to the topic this year because it talks about taking a stand and that's what he did. Horace started realizing without compulsory education people were not learning and growing up to be able to take care of themselves. When Horace Mann made compulsory education about the future, not the present.

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Horace Mann and the Board of Education also wanted to change the material that was to be taught. While on board, Mann increased funding for schools. He had the States take charge of getting teachers prepared for teaching. He sent them to schools to help them get the training they would need to be ready. He also got them support from the community.

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Horace Mann is most identified with the common school movement. He was a member of the Massachusetts Board of Education and his ideas were based upon a strong sense of Protestant Republicanism that was rooted in a secular, non sectarian morality. The common school movement as the idea that the government would pay for the schools instead of the people. EVen though the people of america enjoyed the idea of the government paying for schooling, the common school movement did not address the issue of racial exclusion and segregation.

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In 1837, he became the secretary of education for Massachusetts. Soon afterward, he gave the U.S. the concept of universal education, secular schools, and education for people with a variety of backgrounds. Mann received most of his support from the Whig Party, while most of his opponents were other schoolmasters and religious sectarians, who believed that children should still have religious school. Because his ideas were widely and mostly accepted, he is often referred to as “the father of American public education”. These reforms set education on the path for what it has become

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The Common School Movement of the antebellum era brought to America a universal, publicly financed school system devoted to promoting values of morality, discipline, patriotism, mutual understanding, and cultural assimilation. Horace Mann’s public education was meant to bring together students of all economic, religious, and political groups and provide each student with equal learning opportunity. Reformers sought to centralize control of schools through state education agencies and superintendents, and common textbooks. To ensure high-quality teachers, teachers’ institutes, normal schools, and teachers’ journals were used to help with teacher training and communication. Schools also started to grade students, introducing nationwide competition amongst American students for the first time.

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It was called The Common School Period because education transformed from a completely private, costly thing to a luxury that was available to the common masses. With public education, social class separation was not as extreme as it had been in the past, but still continued to occur in some areas. The people in the lower classes originally gained minimal instruction, such as learning how to read and write, calculate, and receive religious instruction, while the upper classes were more entitled to pursuing a higher education in secondary schools and even continue their schooling at the university level. Though some social class separation still lingered, education was made mostly to fit common standards. In 1837, Horace Mann, one of the great education reformers, created grade levels, common standards to reach those said grade levels, and mandatory attendance.

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In fact, the “one room school represents the beginning of education in our country in the 1600s” (Daniel & Terry, 1995, p. 5). “The death-knell of the one room school was sounded when Horace Mann decided to end them” (On

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