Wiki+Project+-+History+of+Education

“A School for the average American” was a view developed by Horace Mann in the 1820’s. The view of common school is that it was a springboard for opportunity and an institution capable of equalizing different people from all social classes. Also, believed that public schools could graduate students with skills that would improve living standards for everybody. || || A normal school was a school created to train high school graduates to be teachers. Its purpose was to establish teaching standards or norms, hence its name. Most such schools are now called teachers' colleges. || || Legislation that called for massive efforts to improve the nation's schools. Had started National Education Standards and Improvement Council, a group that oversees the development of national content standards. This act had created great debate over who has the right to set the standards, State or Federal government. The Feds support the idea of curriculum standards but the state and local official sets the standards. The act had also sparked special interest groups in giving ideas and help in setting the standards. || || In a nutshell, the Massachusetts Law of 1642 provided that all parents, masters (of children apprenticed to them or of servants), and guardians were responsible for insuring that their dependents were competent enough in reading and writing to understand the basic religious principles and secular laws of the commonwealth. The law further required that all parents and masters expose their children and apprentices to "some honest lawful calling, labor or employment". Finally, the law stipulated that if the selectmen found parents or masters negligent in these duties they could remove children from their home or apprenticeship and place them elsewhere for the purposes of adequate education. || || This is an act that was passed in 1647. It required that all towns with a population of 50 or more must provide a school with a teacher. The education that was to be provided was funded by the community and this became the first type of public education. This act also promoted the education of young boys of the scripture to protect them from Satan. || || This legislation provided federal funds to improve the quality of education. Large-scale curriculum-reform projects were launched, first in mathematics and the sciences and later in the social sciences. Special summer workshops designed to upgrade teachers' skills were held on college campuses across the nation. Massive effort was underway to improve the quality of textbooks and other instructional materials. People carried high hopes that this revolution in American school programming could be carried to a successful conclusion. || || Sought to reform education int he early 1900's and became a powerful force that still influences educational policy and practice. Supporters of the movement drew inspiration from John Dewey's work. The principles used to guide reform proposals were: children should be free to develop naturally, the best motivation for learning is the natural interest of the child, the role of the teacher should be that of a guide rather than that of a taskmaster, student growth and development must be measured scientifically rather than just by grades, the needs of children are best met when the home and school work together, and the school should be a leader in trying new educaitonal ideas. ||  || In 1875 a lawsuit was filed in Kalamazoo, Michigan, to collect public funds for the support of a village high school. The town had used taxes to support the school for thirteen years without complaints from the citizens. The defendants in the case, the school officials, felt that a select few out of thousands need not dispute their obligation to pay taxes for the purpose of supporting a high school.
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 * Bingaman, Tracy A. || Boston English Classical School-was founded in 1821 in Boston. The school was the first public high school in the United States. English High was created originally to educate working class schoolboys in preparation for business, mechanics, and engineering trades. || [[image:200px-Bostonenglish.JPG width="120" height="144"]] ||
 * Ericsson, Kristen K. || life-adjustment education - a loosely knit group of people who supported school practices. Sometimes life-adjustment education seemed to encourage learners to do whatever they pleased, while systematic attention to intellectual rigor or subject matter was avoided. (Text page 222) || [[image:http://www.gameinmind.com/.a/6a01157043f616970c0115714e8223970b-800wi width="233" height="174"]] ||
 * Evelsizer, Ross J. || Boston Latin Grammar School - founded in 1635. This school had a specific purpose: preparation of boys for Harvard. The curriculum consisted of difficult academic subjects, including Latin, Greek, and theology || [[image:grammar_school009.jpg width="104" height="120"]] ||
 * Geistfeld, Matthew J. || Dame Schools- Schools that were operated by a local woman, often a widow. She cared for children as young as two and taught them basic literacy. These schools had a basic curriculum that stressed the alphabet, some simple spelling, and some religious training. The boys might be taught simple arithmetic and the girls learned how to knit and sew. This work well in a largely rural society where high levels of education were not needed, and as cities grew this method began to become insufficient. || [[image:colons1.jpg width="238" height="139"]] ||
 * Gloede, Gina A. || Franklin Academy - Created by Benjamin Franklin; Was an institution that was nonsectarian and offered such practical subjects, such as mathematics, astronomy, navigation, and bookkeeping. This Academy also became known as the most important secondary school in America. Students had choices about their courses of study, which set the pattern of elective courses in high schools today. Very few attended this academy because it was a private school and the tuition was beyond means of most families. However, it did direct a great deal of attention to the importance of secondary education. || [[image:EDFN_Ch_8.jpg width="217" height="132"]] ||
 * Ihler, Michael D. || Private Academies- popularized the idea that secondary education had something important to offer, and they laid the foundation for public support of secondary schools. Collectively, the academies helped establish the following important precedents for American education: American education would have a strong orientation toward the practical rather than the purely intellectual or theoretical. American educationw ould be nonsectarian. American education would feature diverse course offerings. || [[image:academy.jpg width="183" height="154"]] ||
 * Medill, Amber L. || The Common School:
 * Michel, Casey R. || The Comprehensive High School- A high school htat presents a wide range of programs to meet diverse needs of students including college prep programs and vocational programs. The groundwork for the comprehensive high school was established by the seven Cardinal Principles. Supporters believed that high school programs should feature educational experiences broad enough to promote student development in all seven area delineated in the Cardinal Principles. || [[image:CompHS.jpg width="213" height="161"]] ||
 * Miller, Ashley M. || The Junior High School- Developed towards the 19th century to ease learners' transition from elementary schools to high schools was the proposed solution. || [[image:http://www.tfsd.k12.id.us/ol/front2.jpg width="234" height="153"]] ||
 * Neiman, Leslie E. || The Normal School -
 * Reiss, Anthony J. || “Old Deluder Satan Act” of 1647--An act that labeled ignorance a Satanic Ill. The law stated that every town with a population of 50 families or more had to hire a teacher and that every town with a population of over 100 families had to provide a grammar school. || [[image:sym_no_devil-1.jpg width="195" height="200"]] ||
 * Roeder, Joseph D. || Goals 2000-Educate America Act
 * Shull, Mary-Lyn || Massachusetts School Law of 1642
 * Stricherz, Abby R. || Old Deluder Satan Act of 1647
 * Tvedt, Ryan W. || The National Defense Education Act
 * Van Stedum, Ann || The Progressive Education Movement-
 * VanKekerix, Erin M. || The Cardinal Principles- A set up principles or goals developed by the National Education Association's COmmittee on the Rorganization of Secondary Education in 1918. These seven principles influenced educational programs for most of the 20th century. || [[image:cardinal_principles.jpg]] ||
 * Wald, Timothy J. || The Kalamazoo Case-

The townships were required by the law to maintain the schools under threat of a large penalty for non-compliance. The Kalamazoo Case used this Code of 1827 establish the precedent of tax supported schools. || ||
 * Whitney, Megan P. || Sputnik- In the fall of 1957, the former Soviet Union launched the first earth satellite, Sputnik, and this changed the public’s perception of education’s role so that many subsequent alterations in school curricula can be traced back to this single, seminal event. Sputnik shocked the nation by challenging America’s presumed technological supremacy. Critics said that American schools had gone soft and that instruction in subject-matter, particularly science content, compared unfavorably with that provided to learners in other countries. || [[image:220px-Sputnik_asm.jpg width="154" height="125"]] ||
 * Wilson, Vanessa R. || Plessy v. Ferguson(1896), the US Supreme Court decided that a Louisiana law mandating separate but equal accommodations for blacks and whites on intrastate railroads was constitutional. This decision provided the legal foundation to justify many other actions by state and local governments to socially separate blacks and whites. || [[image:http://a123.g.akamai.net/f/123/12465/1d/www.nationalpost.com/arts/movies/1181418.bin?size=404x272 width="240" height="160" caption="The non-professional actors in The Class were drawn from a culturally diverse Paris neighbourhood similar to that in which the movie is set."]] ||
 * Wilts, Ashley J. || Brown v. Board of Education of Topeka - declared state laws establishing separate public schools for black and white students, denying black children equal educational opportunities unconstitutional. The decision overturned earlier rulings going back to Plessy v. Ferguson in 1896. || [[image:brownvsboard.jpg width="178" height="157"]] ||
 * Dr. Fiegen || Booker T. Washington - Booker Washington was an American political leader, educator, orator and author. Representing the last generation of black leaders born in slavery, Washington was able throughout the final 25 years of his life to maintain his standing as the black leader because of the sponsorship of powerful whites, substantial support within the black community, **his ability to raise educational funds** from both groups and his skillful accommodation to the social realities of the age of segregation. Was a big part of getting all freed black children to enter public schools. || [[image:http://www.africawithin.com/bios/booker/booker_washington5.jpg width="90" height="113"]] ||