EDN 200 The 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 & Processes Social Economic Political Educational Ideology Shared Beliefs Shared Values Shared in Social Groups Schooling Goals & Practices Organization Teachers’ Experience Students’ 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 –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?