Each state used federal funds from the Morrill Land-Grant Colleges Acts of 1862 and 1890 to establish “Land Grant Colleges” “to teach branches of learning related to agriculture and the mechanical arts” (“to the exclusion of other sciences and classical studies”). [154] The 1890 law required segregated states to provide all-black land grant colleges,[155] many of which were primarily devoted to teacher training. These colleges contributed to rural development, including the establishment of a traveling school program by the Tuskegee Institute in 1906. Rural conferences sponsored by Tuskegee also sought to improve the lives of rural blacks. Im spät 20. In the nineteenth century, many schools founded in 1890 helped educate students from less developed countries to return home with the skills and knowledge needed to improve agricultural production. [156] After the American Revolution, Georgia and South Carolina attempted to establish small public universities. Wealthy families sent their sons north to college. In Georgia, county public academies became more common for white students, and after 1811, South Carolina opened free “shared schools” to teach reading, writing, and arithmetic. The whole people must take upon themselves the education of all the people and be prepared to bear the costs. There should be no one-square-mile district without a school, which was not founded by a charitable person, but is maintained at the public expense of the people themselves. Tax-funded schooling for girls began in New England as early as 1767. It was optional and some cities were reluctant to support this innovation.
In addition, laws that created municipal schools for “children” were often interpreted in practice as including only boys. [29] Northampton, Massachusetts, for example, was a late adopter because there were many wealthy families that dominated the political and social structures. They didn`t want to pay taxes to help poor families. Northampton assessed taxes for all households, not just those with children, and used the funds to support a high school to prepare boys for university. It was only after 1800 that Northampton trained girls with public money. In contrast, the town of Sutton, Massachusetts, at an early stage in its history, was diverse in terms of social leadership and religion. Sutton paid for his schools only through taxes on households with children, creating an active electorate for universal education for boys and girls. [30] There are primary and secondary schools. In many places, they are publicly funded. Colleges and universities usually charge fees (tuition), which may be different in different countries.
Historians note that reading and writing were different abilities in colonial times. Schools taught both, but in places without schools, writing was mostly taught to boys and a select few girls. Men were concerned with the affairs of the world and had to read as well as write. It was believed that girls only needed to read (especially religious documents). This educational disparity between reading and writing explains why colonial women often could read but could not write and could not sign their name – they used an “X”. [31] But in 1870, 49% of all public school students were girls, and girls aged 10 to 14 often had higher literacy rates than their male counterparts. Although many private academies and colleges of the time were based on homosexual principles, most children attended mixed schools. Throughout the 19th century, maintaining separate schools and classes for girls and boys was expensive and impractical, as very few cities could afford it. [73] Many educational scientists consider that their time together ended around 1900. In the early twentieth century, schools generally became more regional (as opposed to local schools), and school control moved away from elected school boards and toward professional control. Because public schools were not special districts, voters often chose to join independent or unified school districts in called elections. The civil rights movement in the 1950s and 1960s helped expose the injustices of segregation.
In 1954, the Supreme Court ruled in Brown v. The Board of Education unanimously declared that separate schools were inherently unequal and unconstitutional. By the 1970s, the segregated districts of the south had virtually disappeared. Although public schools were designed by Horace Mann not to be sectarian, there were several fierce battles, notably in New York and Philadelphia, where Roman Catholic immigrants and Native Americans protested the use of the King James Version of the Bible. Tensions were particularly high in cities with a high proportion of immigrants. In 1844, the Philadelphia Nativist riots (Bible riots) began as a result of tensions between nativists and immigrants, in part because of a rumor that Catholic immigrants would remove Protestant Bibles from the curriculum. [14] Even without Bible readings, most schools taught children the general Protestant values (e.g., work ethic) of 19th century America. Teacher training colleges have been set up to train teachers. In the United States, the first public normal school in the United States was founded in 1823 by Samuel Read Hall in Concord, Vermont.
In 1839, the first state-sponsored normal school was founded by the Commonwealth of Massachusetts in Lexington, MA. (name) A public education effort in the United States or Canada in the nineteenth century, with the goal of serving individuals of all social classes and religions. The common school movement took root in the 1830s, and by the time of the Civil War, organized community school systems had become commonplace in most northern and Midwestern states. The expansion of shared school systems in the Southern and Far Western states has been slower, but by the early twentieth century, state-supported public school systems had become a cornerstone of the American way of life. However, the emergence of a public school system across the country was neither an inevitable nor an uncontested movement. Moreover, its survival in the future could prove as problematic as its development in the past. The religious sensibility of New England education was further strengthened by the First Great Awakening. Update it. Cotton Mather (1663-1728) explained that schools were instruments for maintaining the primacy of the divine. [5] To reflect this sentiment, neighboring Connecticut passed a law in 1742 restricting New Light schools during the First Great Awakening.
The law stated: “The establishment of other schools which are not within the scope of the aforesaid establishment and inspection may tend to educate young people in bad principles and practices and to introduce disturbances which may be of mortal importance for the public peace and welfare of this colony.” [6] German Catholics and Lutherans, as well as Dutch Protestants, organized and financed their own primary schools. Catholic parishes have also raised funds to build colleges and seminaries to train teachers and religious leaders to run their churches. [87] [88] In the 19th century, most Catholics were Irish or German immigrants and their children; In the 1890s, new waves of Catholic immigrants came from Italy and Poland. Parish schools encountered some resistance, as in the Bennett Act in Wisconsin in 1890, but they prospered and grew. Catholic nuns served as teachers in most schools and received low salaries consistent with their vows of poverty. [89] In 1925, the U.S. Supreme Court, in Pierce v. Society of the Sisters, ruled that female students could attend private schools to comply with state laws on compulsory education, giving parochial schools an official blessing. [90] The comparative quality of education between rich and poor neighborhoods is still often disputed. While African-American middle-class children have made good progress; Poor minorities fought. Because school systems are based on property taxes, there are large differences in funding between affluent suburbs or districts and often poor city centers or small towns.
“De facto segregation” has been difficult to overcome, as neighborhoods remain more segregated than public jobs or facilities. Racial segregation is not the only driver of inequality. New Hampshire residents have questioned property tax funding because of the stark differences between education funds in rich and poorer areas. They sued to find a system that would allow for more equitable funding of school systems across the state. Horace Mann (1796-1859), “the father of the common school movement,” was the leading proponent of educational reform in prewar America. A passionate member of the Whig party, Mann argued that the common school, a free, universal, non-sectarian, public institution, was the best way to achieve moral and socio-economic advancement for all Americans.