EDN 200The Common School Era and the

Progressive Era

September 18, 2006

Today’s Plan

• Reflection Cards

• Pre-school visit

• Horace Mann and the Common School Era

Pre-School Visit

• Physical Facility

• Students and Teachers

• Curriculum and Pedagogy

• Surprises

The Common School Era*

Analytic Framework

Political Economy

Institutions & ProcessesSocial

EconomicPolitical

Educational

IdeologyShared BeliefsShared Values

Shared in Social Groups

SchoolingGoals & Practices

OrganizationTeachers’ ExperienceStudents’ Experiences

Tozer, 2006

Political Economy of the Common-School Era

• Demographic Changes: – Major movement of citizens from coasts to mid-west

• KY,TN,IN,OH,IL, & MI population grew from 110,000 in 1790 to 950,000 in 1810

– Massive immigration between 1820 & 1850• Primarily Irish who overwhelmingly were poor, uneducated,

and Roman Catholic

– Increased urban living• 5% in 1790 to 20% in 1850• Sparked industrial revolution

Political Economy of the Common-School Era

• Political Developments– Increasing number of white males involved in

politics• 15% qualified to vote in 1789• Over 55% qualified in 1828

• Economic Developments– Development of Factories in the Northeast

• Initially staffed by women and children – eventually replaced by immigrant men

Ideology of the Common-School Era

• Religion:– Move from Puritanism

• Very strict, harsh, punitive

– To more humane view of God and religion• Reform rather than punish prisoners• Compassionate care for the mentally ill rather than

isolation and mistreatment• Abhorrence of slavery part of world view

Ideology of the Common-School Era

• Believed in growth of government to help promote economic freedom and growth– Negative to positive freedom

• Government should promote education of all citizens

• Mann and others promoted idea of affection in schools to help mold behavior and effort

Horace Mann“Men are cast iron; but children are wax.”• Mann was secretary to the Massachusetts’ State

Board of Education from 1837-1848.– School Buildings:

• Pushed for physical changes necessary to provide safe, clean, comfortable education for MA students

– Moral Values:• “Common elements” of the common school• Attempted to convey religious, but nonsectarian values

– Book selections brought heavy criticism• Brought him criticism from Calvinists and Catholics

– Brought about large-scale development of Catholic parochial schools

Horace Mann

• Discipline:– Believed that children should be approached through

intelligence and love – “Pedagogy of love”• Should not be fear that causes students to comform

– Believed physical punishment only necessary for children from poor homes

• Those children raised without love and understanding would respond to punishment

– Challenged teachers to continually reduce use of punishment

Horace Mann• Teachers

– Most teachers had little training and saw teaching as a job and not a career

– Oversaw the development of Normal Schools• Heavy focus on pedagogy• Subjects matter only included that taught in Common Schools

(criticism still exists) • First one opened in MA in 1839

– Must be exemplars• Pressure on teacher behavior• Incursion into private life (continues today)

– His writings and policies led to far greater number of females in profession

• Women’s temperaments more appropriate for teaching school-age children

• Women were far less expensive for communities and Mann believed they were far more effective with children

Questions

• A few questions for your small groups:– Mann advocated for female teachers in the

classroom. Today, 24% of all K-12 teachers are male and just 9% of elementary teachers are male. Do you believe females have certain traits that make them more effective teachers and are, therefore, more likely to enter the profession?

– What do you think accounts for the modern lack of male representation in the classroom?

Questions:

• Mann pushed for values, religion, and “love” in the classroom. In your opinion, do these have a place in public funded schools?