School & Society: Chapter 3 School as a Public Institution: The Common School Era Chapter Three School as a Public Institution: The Common School Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Mann and the Common Schools Served as secretary to the Massachusetts State Board of Education Powers limited to the collection and dissemination of information regarding education in Massachusetts Created county educational conventions Distributed annual reports Established Common School Journal in 1839 (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Mann’s Central Issues School buildings Moral values Lessons from the Prussian school system School discipline Quality of teachers Economic value of schooling (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era School Buildings Improved physical setting of schools through  Use of surveys  Public encouragement for model districts  Publication of school expenditures by town (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Moral Values Schools as agents of social harmony Moral values as “common elements” of the common school Anti- Catholic bias John Stuart Mill’s argument for secular education Foreshadowed continuing separation of church/state issues in schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Lessons from the Prussian School System Designed to develop Prussian nationalism and position German states for world leadership Aristocratic tier  Vorschule  Gymnasium  Military academics/universities Common tier  Volkshule  Workforce/technical schools/normal schools Reinforced Mann’s support for free, state-financed, state- controlled universal and compulsory schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era School Discipline Spoke out against harsh treatment of students The “pedagogy of love” rather than overt authoritarianism Teacher’s responsibility as moral agent Self-discipline ultimately supports self- government (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Quality of Teachers Emphasized need for special teacher preparation  Normal schools created with pedagogical methods dominating curriculum  Teachers as moral role models  The feminization of teaching Lower costs More nurturing of children (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Economic Value of Schooling Forerunner of human capital theory  Material well-being for the masses  Worker productivity and satisfaction Inherent contradictions not acknowledged/addressed (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Success of Common School Reforms Supported by diverse interests in Massachusetts, including financial interests Mann’s “common elements” was a satisfactory compromise for religious interests Reforms incorporated popular classical liberal thinking (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Concluding Remarks Massachusetts political economy and ideology hospitable to state-funded and state-controlled schools Horace Mann as leading proponent of schooling as agent of cultural uniformity Questions remain about the implications of the common school era’s reforms (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

School & Society: Chapter 3 School as a Public Institution: The Common School Era Developing Your Professional Vocabulary character education decentralization discipline and a pedagogy of love feminization of teaching humanitarian reform normal school Prussian model sectarianism university urbanization (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e