Horace Mann and Education Reform Sadie Azersky Period 6, APUSH

Who is Horace Mann, and what is his background? Born May 4, 1796 in Franklin, Massachusetts Died August 2, 1859 in Yellow Springs, Ohio When he was in school, he was taught by poor teachers, and forced himself to educate himself in the Franklin town library He grew up in a poor family, and his father was a farmer He took a great interest in learning, and getting an education was important to him It was this personal experience that led him to begin a movement in reforming the school systems

Education and Experience Went to college at Brown University and studied law Had a seat in the House of Representatives from 1827 to 1833 Served in the Massachusetts senate from 1835 to 1837 Actively involved in the temperance movement (aimed at prohibiting the use of alcohol) Worked to establish a state insane asylum in Worcester, Massachusetts

What was his general vision? -Wanted to improve techniques and resources within the public school system -His main goal was to bring local schools under a single town authority -He wanted uniformity, as he believed that this would result in stronger social unity

Mann’s Six Propositions/Philosophies Education is necessary for a republic, as one cannot remain “ignorant and free” The public should pay for and control education Schools should embrace children from various religious, social, and ethnic backgrounds Education “must be free of sectarian religious influence” Education must be spread throughout “by the spirit, methods, and discipline of a free society.” Well trained and professional teachers must provide this education

The Common School Movement -In 1830, prior to this movement, no state had a system of education -1837: Massachusetts Board of Education was established -Mann was the first Secretary of the Board -He reorganized the MA school system, lengthened the school year (six months), doubled teachers’ salaries, expanded the curriculum, and “introduced new methods of professional training”

More of Horace Mann’s Work -1838: he started a biweekly journal called the Common School Journal, which was to spread ideas about improving education across the country

Improvement, but work still needs to be done -1850s: elementary schools in every state -some teachers throughout other states weren’t educated enough -African American children still couldn’t go to school -only about one third of white children were enrolled in schools in 1860

Native Americans -growing interest in educative Natives -believed they could be “civilized” if they were taught “the ways of the white world” -still, the majority of Native Americans remained excluded from white educational reform

Final Impact on Society -At the beginning of the Civil War, the US had one of the highest literacy rates of any nation in the world -94% of the population in the North -83% of white population/58% of total population in the South

Bibliography Cremin, Lawrence A. “Horace Mann.” Encyclopædia Britannica, Encyclopædia Britannica, Inc., 20 Jan. 2017, www.britannica.com/biography/Horace-Mann. “Horace Mann & Education Reform.” Study.com, Study.com, study.com/academy/lesson/horace-mann-education-reform-contributions-philosophy-quiz.html. Matthew J. Brouillette, published on July 16, 1999. “The 1830s and 40s: Horace Mann, the End of Free-Market Education, and the Rise of Government Schools.” [Mackinac Center], www.mackinac.org/2035. “Antebellum Culture and Reform.” McGraw-Hill Connect, connect.mheducation.com/connect/hmEBook.do?setTab=sectionTabs.