History of Schools - Presentation

History of Schools:

History of Schools

Focusing Questions:

Focusing Questions What major historical events have shaped American education? How have elementary and secondary schools evolved? Who are some of the key individuals who have helped fashion today's schools?

Colonial America:

Colonial America

Education in the Southern Colonies:

Education in the Southern Colonies Virginia, Carolinas, Maryland, Georgia Plantation culture Widely dispersed population No public schools – Education were generally left to the family. Those who could afford it hired private tutors for their children.

Education in the Middle Colonies:

Education in the Middle Colonies New York, New Jersey, Pennsylvania, Delaware Wide variety of national and religious backgrounds; no common language existed. No single system of school could be established. Schools were parochial and independent, established by different ethnic and religious groups. More interest in practical education

Education in the New England Colonies:

Education in the New England Colonies Settled by Puritans More densely populated with towns and cities Led the way in education Dame Schools, like today’s informal day care center, children were left with a neighborhood lady (a "dame”). Curriculum allowed was limited to writing, basic arithmetic, and prayers. Latin Grammar School were originally designed for only sons of certain social classes who were destined for leadership positions in church, state or courts. The study of Latin and Greek and their literatures was blended with the religious denominationalism coming from the heritage of the Protestant Reformation. Poorly lit Latin Grammar School

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Apprenticeship was a system of on-the-job training for boys who were from the lower social classes. Town Schools or charity schools, were locally controlled and popular elementary school for poor children. Often schools were crude, one-room structure, dominated by the teacher’s pulpit at front of the room and attended by both boys and girls of the community.

Early American Colleges:

Early American Colleges The Academy, established in 1751, provided secondary level education. It was based on ideas of Benjamin Franklin, and intended to offer a practical curriculum for those not going to college. Curriculum included English grammar, classics, composition, public speaking, foreign language based on vocational need, mathematics, history, and practical and manual skills. College – Most students went to Harvard or Yale after they graduated from Latin grammar schools. Curriculum insisted of courses in Latin, grammar, logic, rhetoric, arithmetic, astronomy, ethics, metaphysics, and natural sciences. 1636 – Harvard (MA) 1693 – William & Mary (VA) 1701 – Yale (Conn) 1746 – Princeton (NJ) 1754 – King’s College (PA) 1764 – College of Philadelphia 1764 – Brown (RI) 1769 – Dartmouth (NH) 1770 – Queen’s College 1770 – College of Charleston (SC)

National Period (1776 – 1850):

National Period (1776 – 1850) Many leaders began to link free public schooling with the ideas of popular government and political freedom. About 1787 federal government recognized its commitment to education and exhibited its willingness to advance its cause.

Some Important People in American Education::

Some Important People in American Education: Benjamin Franklin Noah Webster Thomas Jefferson Horace Mann

McGuffey Reader:

McGuffey Reader McGuffey authored America’s most popular textbooks of the period. Estimated that more than 120 million copies of McGuffey’s five Readers were sold between 1836 – 1920. Combined virtues of Protestant faith with those of rural America – patriotism, heroism, hard work, diligence, and virtuous living.

The Beginning of the Public Education System :

The Beginning of the Public Education System Until the 1840s the education system was highly localized and available only to wealthy people. Reformers like Horace Mann and Henry Barnard wanted all children to gain the benefits of education opposed this. Mann started the publication of the Common School Journal, which took the educational issues to the public. In it they argued that common schooling could create good citizens, unite society and prevent crime and poverty. As a result of their efforts, free public education at the elementary level was available for all American children by the end of the 19th century.

Transitional Period: 1893 - 1918:

Transitional Period: 1893 - 1918 Curriculum – along with classics, more and more subjects were added. Most children, even at turn of century, completed their education at elementary level. In 1890, less than 3 percent went to college. Reformers began to question two curriculum tracks at elementary level – one for high school bound and one for non-high school bound.

National Education Association:

National Education Association Organized three major committees between 1893 and 1895: Committee of Fifteen on Elementary Education Committee of Ten on Secondary Education Committee on College Entrance Requirements

The Committee of Fifteen:

The Committee of Fifteen Heavily influenced by Charles Eliot, president of Harvard University Committee stressed the three Rs, as well as English grammar, literature, geography, and history. Hygiene, culture, vocal music, and drawing were given 60 minutes, or one lesson, per week. Manual training, sewing, and/or cooking, as well as algebra, and Latin, were introduced in the 7 th and 8 th grade. Committee rejected ideas of kindergarten and idea that children’s needs or interests should be considered when planning curriculum.

The Committee of Ten:

The Committee of Ten Most influential of the three committees. Eliot chaired this committee Nine academic subjects identified as central to high school: Latin, Greek, English, other modern languages, mathematics (algebra, geometry, trigonometry, and higher or advanced algebra); physical science (physics, astronomy, and chemistry); natural history or biological sciences (biology, zoology, and physiology); social sciences (history, civil government, and political economy); and geography, geology, and meteorology. Recommend four different programs or tracks: classical, Latin scientific, modern languages, and English. Committee ignored art, music, physical education, and vocational education, maintaining that these subjects contributed little to mental discipline.

The Committee on College Entrance Requirements:

The Committee on College Entrance Requirements Committee consisted mainly of college and university presidents, including Eliot. Recommended strengthening the college preparatory aspect of the high school curriculum. Also, made recommendations regarding the number of credits required in different subjects for college admissions. Served as model for the Carnegie Unit, a means for evaluating credits for college admission, imposed on the high school in 1909.

Society and Schools in Expanding U.S.:

Society and Schools in Expanding U.S. Societal Needs Societal Beliefs Social Forces Practical education Behaviorism Economics: factory system, efficiency Focus on real-life problems Child-centered curriculum beginning Psychology: behaviorism Secondary education Factory-like values Sociology: rise of middle class School facilities Movement from rural to urban centers Immigrant education Overview of social forces that influenced the growth of the education system as the U.S. moved toward the modern era.

Modern Era – 20th century:

Modern Era – 20 th century During World War I, more women were employed as teachers, but when men returned home, women often lost their jobs. During Depression years (1929-1930s), many educators became critical of the factory system and the efficiency cult. 1918 - Seven Cardinal Principles (NEA) - every student should receive and education in seven main areas Child-centered school of the 1920s gave way to the social-centered school of the 1930s. World War II (1941) ended the Depression and U.S. isolationism. Once again women stepped in and taught schools while men went to war. They again were forced out when men returned.

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Cold War years (early 1950s), the U.S. fell behind Russia in science and technology, and there was a pressing need to prepare scientists and engineers in order to keep up. In 1954, historic Supreme Court decision Brown v. Topeka Board of Education made racial segregation unconstitutional. Schools in North and South were extremely slow in complying with the necessary changes. Civil Rights Movement led to push for equal treatment for students 1954 - Brown v. Board of Education 1965 - Elementary and Secondary Education Act 1972 - Title IX

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Federal government responded with funds, distributed through National Science Foundation, to upgrade science and math programs in the schools. Mid-1960s Great Society programs focused on education to help the culturally disadvantaged: Vocation Education Act National Teacher Corps. Head Start and other early childhood programs for preschoolers.

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Throughout 1960s, 1970s, and early 1980s, the schools benefitted from federally supported special programs, including programs for disabled and disadvantaged students, bilingual programs, vocational programs, school lunch programs, and programs for gifted and talented students. Funding cuts in mid-1980s, schools in the 1990s were hurting for monies to support school lunch programs, remedial programs, and gifted programs.

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What are the societal needs and beliefs now? What are the social forces on schools today?