The History Of Education - Ellwood P. Cubberley (classic novels for teens .TXT) 📗

after 1840, was successful. The demand everywhere met with intense opposition, and with the coming of enormous numbers of Irish Catholics after 1846, and German Lutherans after 1848, the question of the preservation of the schools just established as unified state school systems now became a burning one. Petitions for a division of the funds deluged the legislatures (R. 323), and these were met by counter-petitions (R. 324). Mass meetings on both sides of the question were held. Candidates for office were forced to declare themselves. Anti-Catholic riots occurred in a number of cities. The Native-American Party was formed, in 1841, “to prevent the union of Church and State,” and to “keep the Bible in the schools.” In 1841 the Whig Party, in New York, inserted a plank in its platform against sectarian schools. In 1855 the national council of the Know-Nothing Party, meeting in Philadelphia, in its platform favored public schools and the use of the Bible therein, but opposed sectarian schools. This party carried the elections that year in Massachusetts, New Hampshire, Connecticut, Rhode Island, Maryland, and Kentucky.

 

To settle the question in a final manner legislatures now began to propose constitutional amendments to the people of their several States which forbade a division or a diversion of the funds, and these were almost uniformly adopted at the first election after being proposed. No State admitted to the Union after 1858, except West Virginia, failed to insert such a provision in its first state constitution. [12]

 

VI.

THE BATTLE TO ESTABLISH THE AMERICAN HIGH SCHOOL

 

The elementary or common schools which had been established in the different States, by 1850, supplied an elementary or common school education to the children of the masses of the people, and the primary schools which were added, after about 1820, carried this education downward to the needs of the beginners. In the rural schools the American school of the 3 Rs provided for all the children, from the little ones up, so long as they could advantageously partake of its instruction. Education in advance of this common school training was in semi-private institutions—the academies and colleges—in which a tuition fee was charged. The next struggle came in the attempt to extend the system upward so as to provide to pupils, free of charge, a more complete education than the common schools afforded.

 

[Illustration: FIG. 204. A TYPICAL NEW ENGLAND ACADEMY

Pittsfield Academy, New Hampshire.]

 

THE TRANSITION ACADEMY. About the middle of the eighteenth century a tendency manifested itself, in Europe as well as in America, to establish higher schools offering a more practical curriculum than the old Latin schools had provided. In America it became particularly evident, after the coming of nationality, that the old Latin grammar-school type of instruction, with its limited curriculum and exclusively college-preparatory ends, was wholly inadequate for the needs of the youth of the land. The result was the gradual dying-out of the Latin school and the evolution of the tuition Academy, previously referred to briefly on page 463.

 

The academy movement spread rapidly during the first half of the nineteenth century. By 1800 there were 17 academies in Massachusetts, 36

by 1820, and 403 by 1850. By 1830 there were, according to Hinsdale, 950

incorporated academies in the United States, and many unincorporated ones, and by 1850, according to Inglis, there were, of all kinds, 1007 academies in New England, 1636 in the Middle Atlantic States, 2640 in the Southern States, 753 in the Upper Mississippi Valley States, and a total reported for the entire United States of 6085, with 12,260 teachers employed and 263,096 pupils enrolled. [13]

 

The greatest period of their development was from 1820 to 1830, though they continued to dominate secondary education until 1850, and were very prominent until after the Civil War.

 

CHARACTERISTIC FEATURES. The most characteristic features of these academies were their semi-public control (R. 325), their broadened curriculum and religious purpose, and the extension of their instruction to girls. The Latin Grammar School was essentially a town free school, maintained by the towns for the higher education of certain of their male children. It was aristocratic in type, and belonged to the early period of class education. With the decline in zeal for education, after 1750, these tax-supported higher schools largely died out, and in their place private energy and benevolence came to be depended upon to supply the needed higher education.

 

One of the main purposes expressed in the endowment or creation of the academies was the establishment of courses which should cover a number of subjects having value aside from mere preparation for college, particularly subjects of a modern nature, useful in preparing youths for the changed conditions of society and government and business. The study of real things rather than words about things, and useful things rather than subjects merely preparatory to college, became prominent features of the new courses of study. Among the most commonly found new subjects were algebra, astronomy, botany, chemistry, general history, United States history, English literature, surveying, intellectual philosophy, declamation, and debating. [14]

 

Not being bound up with the colleges, as the earlier Latin grammar schools had largely been, the academies became primarily independent institutions, taking pupils who had completed the English education of the common school and giving them an advanced education in modern languages, the sciences, mathematics, history, and the more useful subjects of the time, with a view to “rounding out” their studies and preparing them for business life and the rising professions. They thus built upon instead of running parallel to the common school course, as the old Latin grammar school had done (see Figure 198, p. 666) and hence clearly mark a transition from the aristocratic and somewhat exclusive college-preparatory Latin grammar school of colonial times to the more democratic high school of to-day. The academies also served a very useful purpose in supplying to the lower schools the best-educated teachers of the time.

 

The old Latin grammar school, too, had been maintained exclusively for boys. Girls had been excluded as “Improper & inconsistent w’th such a Grammar Schoole as ye law injoines, and is ye Designe of this Settlem’t.”

The new academies soon reversed this situation. Almost from the first they began to be established for girls as well as boys, and in time many became co-educational. In New York State alone 32 academies were incorporated between 1819 and 1853 with the prefix “Female” to their title. In this respect, also, these institutions formed a transition to the modern co-educational high school. The higher education of women in the United States clearly dates from the establishment of the academies. Troy (New York) Seminary, founded by Emma Willard, in 1821, and Mt. Holyoke (Massachusetts) Seminary, founded by Mary Lyon, in 1836, though not the first institutions for girls, were nevertheless important pioneers in the higher education of women.

 

THE DEMAND FOR HIGHER SCHOOLS. The different movements tending toward the building-up of free public-school systems in the cities and States, which we have described in this and the preceding chapter, and which became clearly defined in the Northern States after 1825, came just at the time when the Academy had reached its maximum development. The settlement of the question of general taxation for education, the elimination of the rate-bill by the cities and later by the States, the establishment of the American common school as the result of a long native evolution, and the complete establishment of public control over the entire elementary-school system, all tended to bring the semi-private tuition academy into question. Many asked why not extend the public-school system upward to provide the necessary higher education for all in one common state-supported school. [15]

 

The demand for an upward extension of the public school, which would provide academy instruction for the poor as well as the rich, and in one common public higher school, now made itself felt. As the colonial Latin grammar school had represented the educational needs of a society based on classes, and the academies had represented a transition period and marked the growth of a middle class, so the rising democracy of the second quarter of the nineteenth century now demanded and obtained the democratic high school, supported by the public and equally open to all, to meet the educational needs of a new society built on the basis of a new and aggressive democracy. Where, too, the academy had represented in a way a missionary effort—that of a few providing something for the good of the people (Rs. 319, 325)—the high school on the other hand represented a co�perative effort on the part of the people to provide something for themselves.

 

[Illustration: FIG. 205. THE DEVELOPMENT OF SECONDARY SCHOOLS IN THE

UNITED STATES

The transitional character of the Academy is well shown in this diagram.]

 

THE FIRST AMERICAN HIGH SCHOOL. The first high school in the United States was established in Boston, in 1821 (R. 326). For three years it was known as the “English Classical School” (R. 327), but in 1824 the school appears in the records as the “English High School.” In 1826 Boston also opened the first high school for girls, but abolished it in 1828, due to its great popularity, and instead extended the course of study for girls in the elementary schools.

 

[Illustration: FIG. 206 THE FIRST HIGH SCHOOL IN THE UNITED STATES

Established at Boston in 1821.]

 

THE MASSACHUSETTS LAW OF 1827. Though Portland, Maine, established a high school in 1821, Worcester, Massachusetts, in 1824, and New Bedford, Haverhill, and Salem, Massachusetts, in 1827, copying the Boston idea, the real beginning of the American high school as a distinct institution dates from the Massachusetts Law of 1827 (R. 328), enacted through the influence of James G. Carter. This law formed the basis of all subsequent legislation in Massachusetts, and deeply influenced development in other States. The law is significant in that it required a high school in every town having 500 families or over, in which should be taught United States history, bookkeeping, algebra, geometry, and surveying, while in every town having 4000 inhabitants or over, instruction in Greek, Latin, history, rhetoric, and logic must be added. A heavy penalty was attached for failure to comply with the law. In 1835 the law was amended so as to permit any smaller town to form a high school as well.

 

This Boston and Massachusetts legislation clearly initiated the public high-school movement in the United States. It was there that the new type of higher school was founded, there that its curriculum was outlined, there that its standards were established, and there that it developed earliest and best.

 

THE STRUGGLE TO ESTABLISH AND MAINTAIN HIGH SCHOOLS. The development of the American high school, even in its home, was slow. Up to 1840 not much more than a dozen high schools had been established in Massachusetts, and not more than an equal number in the other States. The Academy was the dominant institution, the cost of maintenance was a factor, and the same opposition to an extension of taxation to include high schools was manifested as was earlier shown toward the establishment of common schools. The early state legislation, as had been the case with the common schools, was nearly always permissive and not mandatory. Massachusetts forms a notable exception in this regard. The support for the schools had to come practically entirely from increased local taxation, and this made the struggle to establish and maintain high schools in any State for a long time a series of local struggles. Years of propaganda and patient effort were required, and, after the establishment of a high school in a community, constant watchfulness was necessary to prevent its abandonment (R. 329).

 

[Illustration: FIG. 207. HIGH SCHOOLS IN THE UNITED STATES BY 1860

Based on the table given in the Report of the United States Commissioner of Education,