1. Principles of Education and Training
Chapter The Early History of Education in America

2. The Early History of Education in America
Objectives:
Give examples of how education during the American Colonial Period reflected local culture and beliefs.
Trace changes in the preparation, roles, and status of teachers over time.
Describe how educational opportunities changed from colonial times forward.
Analyze how key people in early education reform responded to concerns of the time.
Research how education developed in your community.

3. American Colonial Period (1600-1776)
European Migration
Many Europeans came to what would later become the United States for many reasons:
Economic opportunity
Greater religious freedom
Idea of producing a better society
Adventurers
Educational opportunities
As varied as the motives for immigrating
Reflected the beliefs of the immigrants
Opportunities differed by location
No overall educational system

4. American Colonial Period (1600-1776)
At first, most education took place in the home.
Schools that did exist were primarily for elementary grades.
Very few universities and colleges
Harvard University and College of William & Mary
Very few students had the opportunity to attend
Most older children worked on family farms or in family businesses.

5. American Colonial Period (1600-1776)
Apprenticeships
Apprentice—someone who learns a skilled trade by watching and helping someone in that trade.
Some worked without pay for an agreed-on period in exchange for their learning.

6. American Colonial Period (1600-1776)
By Area
New England Colonies
Included: Massachusetts, Connecticut, New Hampshire, and Rhode Island
Most migrated from England
Majority were Puritans
Religious group that believed religious education was important
Valued each person’s ability to read the Bible
Also taught basic skills for farming
Education was a way to ensure their beliefs and way of life would be safeguarded
As early as 1642, MA enacted a law requiring every town to establish a school. However, it wasn’t always followed.

7. American Colonial Period (1600-1776)
By Area
Middle Colonies
Included: New York, New Jersey, Pennsylvania, and Delaware
Immigrants from Ireland, Scotland, Holland, Germany, and England
Backgrounds more diverse
No common school system
Cultural groups established their own schools
Quaker schools were open to girls, African Americans, and Native Americans.
Quakers
Religious group from England
Settled around Philadelphia
Believed that everyone should be educated
Tolerant of others’ religious beliefs
Established the 1st school that welcomed all regardless of religion or race.

8. American Colonial Period (1600-1776)
By Area
Southern Colonies
Included: Virginia, Maryland, North Carolina, South Carolina, and Georgia
Rigid social and economic class divisions
Education was not seen as a function of government
Sons of wealthy plantation owners received formal education in preparation for college
Middle-class and poor children (especially girls) had fewer opportunities for formal education
Slaves were only taught skills that were useful to their owners
Dame schools
Students were taught by women in their own homes
Parents paid for their children to attend
Open to both boys and girls
Many boys were educated at home by tutors because plantations were geographically separated

9. The Role of Teachers Ranked just below religious leaders in importance
Expected to teach and act as examples of moral behavior
Teachers could not drink, smoke, date, or marry
Regular church attendance was required
Participation in civic events was required
Expected to be industrious and honest
Teachers routinely cleaned the school, visited the sick, and performed other charitable acts

10. School Curriculum
Most schools focused on basic reading, writing, simple math, and religion.
Some students educated beyond elementary, but few formal schools existed
By Area
New England Colonies
Training for trades available (Ex: shoemaking)
Southern Colonies
Astronomy for navigation and plantation management skills
Sons of wealthy parents often learned Latin, Greek, and more advanced math.

11. School Curriculum
Girls learned sewing and other home management skills.
Girls from wealthy families sometimes had the opportunity to study literature and poetry.
Books were rare and expensive
Schools used hornbooks for instruction
Hornbooks—a flat wooden board with a handle. A sheet of paper—usually containing the alphabet, a prayer or two, and Roman numerals—was pasted on the board.
Paper was scarce so a flat piece of clear animal horn was attached to cover and protect the paper.
Widely used throughout the colonies until the 1800s when books became less expensive.

12. American Early National Period (1776-1840)
Began with the American Revolution.
People of the time believed they could make a better society and were eager to try new ideas.
America was still primarily a rural nation
Most children grew up on farms or in small towns
Most children expected to live their adult lives much like
that of their parents’

13. American Early National Period (1776-1840)
Changes occurred more quickly in cities and eventually spread to rural areas
Schools were seen as a vehicle for making a better society
Ideas and traditions of Europe came to have less of an influence
Education was seen as a way to promote the new nation’s ideals of freedom and liberty
Religion played less of a role in education
Focus became on teaching skills needed for
agriculture, business, and shipping.

14. American Early National Period
( )
Benjamin Franklin
Influential politician as well as a respected scientist, writer, and inventor.
Believed understanding science helped people understand people and societies.
Read every book he could find and wanted others to have this opportunity so he began the first public library.
His secondary school, or academy, offered a broad range of subjects and was open to anyone who could pay the tuition regardless of their religious beliefs.
Started a secondary school in Philadelphia
Influence: good citizenship taught, public schools available to all, and variety of subjects.

15. American Early National Period
( )
Thomas Jefferson
3rd US President as well as an architect, philosopher, inventor, farmer, and writer.
Played a major role in establishing the current American educational system.
Believed that education was the key to making the newly formed democracy a success.
Not all politicians shared his views—Alexander Hamilton believed only those who were wealthy and educated were suited to rule.
Another of Jefferson’s major educational achievements was the establishment of the University of Virginia.
Passed legislation in VA to create a public system of education
Wanted elementary schools to be available w/o cost
Establishment of the University of Virginia

16. The Role of Teachers
They continued to be positive models of good citizenship for their students
Expected to be involved in both church and community issues in order to make the community a better place
Teachers taught that citizenship involved:
Obeying laws and rules
Respecting authority

17. Slates and chalk were often used instead of paper.
School Curriculum
Continued to teach the basics along with Christian principles and citizenship.
Students now also learned Greek, Roman, English, and American history.
Educational opportunities still remained limited, especially in less populated areas.
Wealthy boys went on to study Greek, Latin, and English grammar plus advanced math, geography, literature, and science in preparation for university.
If girls received additional education, it was often through a tutor at home or schools designed specifically for girls.
Slates and chalk were often used instead of paper.

18. American Common School Period
( )
Many changes during this time including: westward expansion and the Civil war.
At the beginning of this period, most American children received minimal, if any, schooling.
At the end of this period, education was more widely available, including free public education.
1840s Oregon trail opened after gold was discovered in CA and the expansive west gave ppl new hopes and dreams of finding fortune and starting a new life. Labor saving devices (ex: sewing and washing machines) also freed up time for other interests and pursuits.
1850s The country moved closer to the Civil war because some Americans realized the injustice of slavery and worked to end it.
1860s Civil war claimed many lives on both the North and the South sides. Ultimately, the freeing of the slaves and triumph of the Union altered American life.

19. American Common School Period (1840-1880)
Horace Mann
1st Secretary of the State Board of Education in MA.
Worked to establish free, public education for all.
The first state-supported schools were called common schools.
Tried to improve and standardize schools
He not only made an impact on education in MA but nationally as well.
Common schools—public schools available to children from all levels of society
The term “normal school” reflected the hope that through teacher training, all schools would become normalized, or similar, to each other to improve quality.
One of the keys to this was establishing normal schools for teacher-training
Successfully advocated the establishments of free libraries.

20. Horace Mann Influences Continued
American Common School Period
( )
Horace Mann Influences Continued
Increased state funding for education by using state taxes to pay for education
Believed that schools should be nonsectarian since it was paid for by tax dollars.
However, since the majority of the country was Christian, morality based on general Christian principles was still taught.
Many of his ideas are still part of today’s educational system.

21. African American Education—Before the Civil War
American Common School Period
( )
African American Education—Before the Civil War
Very few enslaved African Americans were able to read and write.
Most who learned did so in secret.
Laws existed in many places in the South prohibiting educating African Americans
Whites feared that if they were educated it would lead to a rebellion
In the northern states, former slaves faced tremendous obstacles to education (both social and economic).
Very few African American schools, and Quakers were among the few other schools that allowed them to attend.
African Americans usually struggled with low wages so children would usually work as soon as they were old enough.

22. African American Education—After the Civil War
American Common School Period
( )
African American Education—After the Civil War
Many people put forth a real effort to improve their educational opportunities.
Educated African Americans set up schools.
Some northern churches sent missionaries to the south to start schools.
First African American colleges were founded
Howard University
Spellman College (for women)
African American schools lacked the funds to provide a truly equal education for their students.
Many efforts were short-lived
Most schools remained strictly segregated.

23. The Role of Teachers
At the beginning of the period, most children were educated at home or in small country schoolhouses where one teacher taught all grades.
Teachers in small country school houses were paid by community members and salaries were quite low because people had little money to spare
Horace Mann’s impact led to teachers who were better prepared to teach
Applicants to normal schools had to take a test to show they were properly educated
As a result, there were higher expectations of teachers’
knowledge and teaching abilities.
More teachers were women and this allowed them to make a living on their own.

24. School Curriculum
More change in how subjects were taught than which subjects were taught.
Kindergarten
Idea of Friedrich Froebel, a German educator
He believed that young children learned best through play
His ideas were not widely accepted in Germany but American educators were interested in the concept
At first, these classes were established in America with the intention to help poor children succeed in school.
In the 1870s, public schools began offering kindergarten programs
Today, educational programs for young children are still based on play and social interaction. Preschoolers and kindergarteneners have the opportunities to choose their own activities, express their creativity, and interact with one another. This helps expand and reinforce their learning.
Prior to the introduction of Kindergarten, children did not attend school until they were about 7 years old

25. School Curriculum The McGuffey Readers
Textbooks became much more widely available during this period.
Reverend William Holmes McGuffey was asked to write a textbook and this was the beginning of the McGuffey readers.
McGuffey readers—a series of books that were used across the country to teach moral lessons along with reading, spelling, and other subjects.
EX: A reading story might show the importance of being honest or kind.
They helped standardize American education because they
were used in so many schools.
Subsequent McGuffey readers taught history, biology, botany, literature, and speech along w/ proper behavior.

26. School Curriculum The Morrill Act
In 1862, federal land was given to establish colleges in every state.
This is also known as the Land-Grant College Act
These colleges were to provide practical education in agriculture, home economics, and other useful professions to people from all social classes.
This made higher education available to Americans nationwide.
In 1890, a second Morrill Act expanded the system.

27. American Progressive Period (1880-1921)
Bridged the 19th and 20th centuries.
Women were gaining more rights.
European immigrants were pouring into the nation’s cities. (Over 15 million new immigrants)
The Industrial Revolution continued to change both work and society.
It was a time of business expansion and reform in the United States.
Progressives—members of a reform movement that
They felt that education was the key to making America a better and safer place to live
Believed that education should be more individualized and teach students the skills that would improve the ills of society.
began late in the 1800s.
Wanted to regulate big businesses that took advantage of workers and consumers and corrupt government officials

28. American Progressive Period
( )
Half of the rural population abandoned farming and moved to towns and cities to find work between 1880 and 1920.
Immigrants settled primarily in cities.
Urban areas became overcrowded due to the promise of work for many.
Many new city dwellers lacked education, practical skills, and financial resources.
Few government resources to help these people so disease and poverty became widespread.
They felt that education was the key to making America a better and safer place to live
Believed that education should be more individualized and teach students the skills that would improve the ills of society.

29. American Progressive Period
( )
Those who found employment faced long work hours and hazardous conditions.
Many children worked limiting their educational opportunities.
Urban schools were also overcrowded and conditions were poor.
Progressives wanted to make the world a more democratic place.
They placed laws reducing the number of hours children could work in factories.
Many policies and institutions from the Progressive Era remain central to American life today.
By 1920, all states had laws requiring children to attend elementary schools.

30. Segregated Education The Role of Teachers
Schools were still highly segregated
Public schools for African Americans received less funding.
Educational materials were scarce and inferior.
Often hand me downs from “white” schools
African Americans could only teach at African American schools and received significantly lower pay
The Role of Teachers
Teachers were considered professionals
Teacher preparation programs in colleges replaced
normal schools
More emphasis was placed on educational theories

31. The Role of Teachers
Many teachers became unhappy with the emphasis on standardization.
They wanted more freedom in their classrooms
First teachers’ union was formed to protect the working rights of teachers
The Union fought to improve pay, status, and working conditions
Women entered the workforce in greater numbers
Many became teachers and some even rose to the position of principals
By the end of the period, women had earned the right
to vote
Many felt this was a result of their presence in classrooms.

32. School Curriculum
Progressives felt education had became too standardized and though students should be encouraged to think critically and independently.
They felt that citizens trained to think and question would work to clean up corrupt government officials, improve working conditions in factories, and create better living conditions for those who lived in poverty.
Schools should set children on this path.
So a science teacher might focus on the need for water sanitation.
Thousands of public high schools opened during this era.
In 1880, only about 800 high schools existed.
A high school diploma became more important in finding a job.

33. John Dewey Educational philosopher, psychologist, and writer
Leading voice for progressive education during the era
Believed that classrooms were too rigid and inflexible and didn’t adapt to the needs, interests, and abilities of the individual students.
Thought a greater emphasis should be placed on problem-solving and critical-thinking.
Drew a link between learning and experience
Believed students learned best through real-life activities that linked new information to previous experiences.
Believed in social interaction—working together on projects and discussions.
Teachers should guide learning not simply provide information

34. Her program remains well-recognized and accepted today.
Maria Montessori
Italy’s 1st female doctor
Tried to find ways to help children who had difficulty learning
She believed that young children are capable of great discovery and motivated to explore the world
She believed sensory experiences should come before learning to read and write
Montessori Method
Considers all of a child’s needs not just intellectual needs.
Montessori classrooms are stimulating environments
Children direct their own learning w/ teachers as their partners
Her program remains well-recognized and accepted today.
Teachers encourage children to judge their own progress and choose their own interests
Her program remains well-recognized and accepted today.

35. Career and Technical Education
Smith-Hughes Act of 1917 established federal funds to support vocational education (now called career and technical education)
Career and technical education—prepared (and still prepares) students for the many career opportunities in specific trades and occupations where skilled workers were needed.
The funding provided greatly influenced the spread of the career and technical classes in public high schools.

36. The 1920s and the Great Depression Era
( )
After WWI, many Americans turned away from concerns about political reform but remained influenced by the Progressive movement in education which continued in this period.
Economic prosperity of the 1920s increased the size of the middle class and more people had disposable income.
Americans became consumers, rather than producers, of their own consumable goods
Introduction of the automobile became the stimulus for industrial growth in the nation
Disposable income—money to spend on things they wanted, not just needed
Credit became more widely available and consumer credit issues surfaced for the 1st time
Consumer education became a need

37. The 1920s and the Great Depression Era
( )
Rate of immigration became a concern.
Quotas were set on the number of immigrants allowed in the country.
Many economists thought the prosperity would continue.
Few had concerns when, on October 14, 1929, the New York Stock Market crashed.
The day, known as Black Thursday, caused an economic panic that put the country into The Great Depression.
Quotas-Limits. Immigration laws set limits for people coming to the United States from other countries.

38. Impact of Economy on Schools
The 1920s and the Great Depression Era
( )
Impact of Economy on Schools
In good economic times, schools expand both in number and what they offer.
This was true during the 1920s.
In hard economic times, schools have to respond to lost revenue.
During the Great Depression, the situation for schools was bleak.
Public schools faced a shortage of cash, since many citizens were unable to pay their taxes.
Some school districts ceased to operate while others shortened their school year.
Teacher pay was often decreased or eliminated.
Course offerings was cut back to basic subjects.

39. Impact of Economy on Schools
The 1920s and the Great Depression Era
( )
Impact of Economy on Schools
Some families found it difficult to keep their children fed and dressed
There often wasn’t enough money for books and school supplies.
Many children were simply unable to attend school.
Some children worked to supplement the family income.
The federal government stepped in to help
Funds helped support some schools to hire teachers and purchase supplies.
Schools also began offering free hot lunches for children.
Better schools were built in some communities.
By the end of the 1930s, the Great Depression was starting to ease and families were getting back on their feet

40. “Dick and Jane” Readers
The 1920s and the Great Depression Era
( )
“Dick and Jane” Readers
In the early 1930s, a new set of reading textbooks for beginning readers began publication
Often known as the “Dick and Jane” books, these books taught basic reading skills with simple stories about a family
From the 1930s to the 1960s, over 85 million students used these textbooks.
As with the McGuffey readers before them, their widespread use helped standardize education

41. End of Chapter Six Review Date: _____________
TEST Date: ______________