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

1904, vol. II, pp. 1782-1989. This table is only approximately correct, as exact information is difficult to obtain. This table gives 321 high schools by 1860, and all but 35 of these were in the States shown on the above map. There were two schools in California and three in Texas, and the remainder not shown were in the Southern States.

Of the 321 high schools reported, over half (167) were in the three States of Massachusetts (78), New York (41), and Ohio (48).]

 

In many States, legislation providing for the establishment of high schools was attacked in the courts. One of the clearest cases of this came in Michigan, in a test case appealed from the city of Kalamazoo, and commonly known as the Kalamazoo case. The opinion of the Supreme Court of the State (R. 330) was so favorable and so positive that this decision deeply influenced development in almost all of the Upper Mississippi Valley States. The struggle to establish and maintain high schools in Massachusetts and New York preceded the development in most other States, because there the common school had been established earlier. In consequence, the struggle to extend and complete the public-school system came there earlier also. The development was likewise more peaceful there, and came more rapidly. In Massachusetts this was in large part a result of the educational awakening started by James G. Carter and Horace Mann. In New York it was due to the early support of Governor De Witt Clinton, and the later encouragement and state aid which came from the Regents of the University of the State of New York. Maine, Vermont, and New Hampshire were like Massachusetts in spirit, and followed closely its example. In Rhode Island and New Jersey, due to old conditions, and in Connecticut, due to the great decline in education there after 1800, the high school developed much more slowly, and it was not until after 1865 that any marked development took place in these States. The democratic West soon adopted the idea, and established high schools as soon as cities developed and the needs of the population warranted. In the South the main high-school development dates from relatively recent times.

 

Gradually the high school has been accepted as a part of the state common-school system by all the American States, and the funds and taxation originally provided for the common schools have been extended to cover the high school as well. The new States of the West have based their legislation largely on what the Eastern and Central States earlier fought out.

 

VII. THE STATE UNIVERSITY CROWNS THE SYSTEM

 

THE COLONIAL COLLEGES. The earlier colleges—Harvard, William and Mary, Yale—had been created by the religious-state governments of the earlier colonial period, and continued to retain some state connections for a time after the coming of nationality. As it early became evident that a democracy demands intelligence on the part of its citizens, that the leaders of democracy are not likely to be too highly educated, and that the character of collegiate instruction must ultimately influence national development, efforts were accordingly made to change the old colleges or create new ones, the final outcome of which was the creation of state universities in all the new and in most of the older States. The evolution of the state university, as the crowning head of the free public school system of the State, represents the last phase which we shall trace of the struggle of democracy to create a system of schools suited to its peculiar needs.

 

The close of the colonial period found the Colonies possessed of nine colleges. These, with the dates of their foundation, the Colony founding them, and the religious denomination they chiefly represented were: 1636. Harvard College Massachusetts Puritan 1693. William and Mary Virginia Anglican 1701. Yale College Connecticut Congregational 1746. Princeton New Jersey Presbyterian 1753-55 Academy and College Pennsylvania Non-denominational 1754. King’s College (Columbia) New York Anglican 1764. Brown Rhode Island Baptist 1765. Rutgers New Jersey Reformed Dutch 1769. Dartmouth New Hampshire Congregational The religious purpose had been dominant in the founding of each institution, though there was a gradual shading-off in strict denominational control and insistence upon religious conformity in the foundations after 1750. Still the prime purpose in the founding of each was to train up a learned and godly body of ministers, the earlier congregations at least “dreading to leave an illiterate ministry to the churches when our present ministers shall lie in the dust.” In a pamphlet, published in 1754, President Clap of Yale declared that “Colleges are Societies of Ministers, for training up Persons for the Work of the Ministry” and that “The great design of founding this School (Yale), was to Educate Ministers in our own Way.” In the advertisement published in the New York papers announcing the opening of King’s College, in 1754, it was stated that:

 

IV. The chief Thing that is aimed at in this College, is, to teach and engage the Children to know God in Jesus Christ, and to love and serve him in all Sobriety, Godliness, and Richness of Life, with a perfect Heart and a Willing Mind: and to train them up in all Virtuous Habits, and all such useful Knowledge as may render them creditable to their Families and Friends, Ornaments to their Country, and useful to the Public Weal in their generation.

 

These colonial institutions were all small. For the first fifty years of Harvard’s history the attendance at the college seldom exceeded twenty, and the President did all the teaching. The first assistant teacher (tutor) was not appointed until 1699, and the first professor not until 1721, when a professorship of divinity was endowed. By 1800 the instruction was conducted by the President and three professors—divinity, mathematics, and “Oriental languages”—assisted by a few tutors who received only class fees, and the graduating classes seldom exceeded forty. The course was four years in length, and all students studied the same subjects. The first three years were given largely to the so-called “Oriental languages” Hebrew, Greek, and Latin. In addition, Freshmen studied arithmetic; Sophomores, algebra, geometry, and trigonometry; and Juniors, natural (book) science; and all were given much training in oratory, and some general history was added. The Senior year was given mainly to ethics, philosophy, and Christian evidences. [16] The instruction in the eight other older colleges, before 1800, was not materially different.

 

[Illustration: FIG. 208. COLLEGES AND UNIVERSITIES ESTABLISHED BY 1860

Compiled from data given in the Reports of the United States Commissioner of Education. Of the 246 colleges shown on the map, but 17 were state institutions, and but two or three others had any state connections.]

 

GROWTH OF COLLEGES BY 1860. Fifteen additional colleges were founded before 1800, and it has been estimated that by that date the two dozen American colleges then existing did not have all told over one hundred professors and instructors, not less than one thousand nor more than two thousand students, or property worth over one million dollars. Their graduating classes were small. No one of the twenty-four admitted women in any way to its privileges. After 1820, with the firmer establishment of the Nation, the awakening of a new national consciousness, the development of larger national wealth, and a court decision which safeguarded the endowments, interest in the founding of new colleges perceptibly quickened, as may be seen from the adjoining table, and between 1820 and 1880 came the great period of denominational effort. The map shows the colleges established by 1860, from which it will be seen how large a part the denominational colleges played in the early history of higher education in the United States. Up to about 1870 the provision of higher education, as had been the case earlier with the provision of secondary education by the academies, had been left largely to private effort. There were, to be sure, a few state universities before 1870, though usually these were not better than the denominational colleges around them, and often they maintained a non-denominational character only by preserving a proper balance between the different denominations in the employment of their faculties. Speaking generally, higher education in the United States before 1870 was provided very largely in the tuitional colleges of the different religious denominations, rather than by the State. Of the 246 colleges founded by the close of the year 1860, as shown on the map, but 17 were state institutions, and but two or three others had any state connections.

 

COLLEGES FOUNDED UP TO 1900

 

Before 1780 10

1780-89 7

1790-99 7

1800-09 9

1810-19 5

1820-29 22

1830-39 38

1840-49 42

1850-59 92

1860-69 73

1870-79 61

1880-89 74

1890-99 54

–

Total 494

 

(After a table by Dexter corrected by U.S. Comr. Educ. data. Only approximately correct.)

 

THE NEW NATIONAL ATTITUDE TOWARD THE COLLEGES. After the coming of nationality there gradually grew up a widespread dissatisfaction with the colleges as then conducted, because they were aristocratic in tendency, because they devoted themselves so exclusively to the needs of a class, and because they failed to answer the needs of the States in the matter of higher education. Due to their religious origin, and the common requirement that the president and trustees must be members of some particular denomination, they were naturally regarded as representing the interests of some one sect or faction within the State rather than the interests of the State itself. With the rise of the new democratic spirit after about 1820 there came a demand, felt least in New England and most in the South and the new States in the West, for institutions of higher learning which should represent the State. It was argued that colleges were important instrumentalities for moulding the future, that the kind of education given in them must ultimately influence the welfare of the State, and that higher education cannot be regarded as a private matter.

The type of education given in these higher institutions, it was argued, “will appear on the bench, at the bar, in the pulpit, and in the senate, and will unavoidably affect our civil and religious principles.” For these reasons, as well as to crown our state school system and to provide higher educational advantages for its leaders, it was argued that the State should exercise control over the colleges.

 

This new national spirit manifested itself in a number of ways. In New York we see it in the reorganization of King’s College, the rechristening of the institution as Columbia, and the placing of it under at least the nominal supervision of the governing educational body of the State. In Pennsylvania an attempt was made to bring the university into closer connection with the State, but this failed. In New Hampshire the legislature tried, in 1816, to transform Dartmouth College into a state institution. This act was contested in the courts, and the case was finally carried to the Supreme Court of the United States. There it was decided, in 1819, that the charter of a college was a contract, the obligation of which a legislature could not impair.

 

EFFECT OF THE DARTMOUTH COLLEGE DECISION. The effect of this decision manifested itself in two different ways. On the one hand it guaranteed the perpetuity of endowments, and the great period of private and denominational effort (see table) now followed. On the other hand, since the States could not change charters and transform old establishments, they began to turn to the creation of new state universities of their own.

Virginia created its state university the same year as the Dartmouth case decision. The University of North Carolina, which had been established in 1789, and which began to give instruction in 1795, but which had never been under direct state control, was taken over by the State in 1821. The University of Vermont, originally chartered in 1791,