Deck 3: School As a Public Institution: The Common-School ERA

Question 1

Present your view of what Horace Mann meant when he called the common school the "great balance wheel of society." Explain how demographic and economic developments affected Mann's ideas.

Answer 1

When Horace Mann referred to the common school as the "great balance wheel of society," he was emphasizing the role of education in creating a more equitable and just society. Mann believed that providing a free and universal education to all children, regardless of their background or economic status, would help to level the playing field and promote social mobility. By ensuring that everyone had access to the same educational opportunities, Mann believed that the common school could help to mitigate the inequalities and injustices that were present in society.

Demographic and economic developments played a significant role in shaping Mann's ideas about the common school. During the 19th century, the United States experienced rapid population growth and industrialization, leading to increased urbanization and social stratification. Mann recognized that these changes were creating a society that was increasingly divided along economic and social lines, and he saw education as a way to address these divisions.

Mann's ideas were also influenced by the growing awareness of the importance of education for economic development. As the economy shifted from agrarian to industrial, there was a growing recognition of the need for a more educated workforce. Mann believed that providing a comprehensive education to all children would not only promote social justice, but also contribute to the overall prosperity and stability of the nation.

In summary, Horace Mann saw the common school as the "great balance wheel of society" because he believed that education had the power to create a more equitable and just society, and to address the demographic and economic challenges of his time. He believed that by providing universal access to education, the common school could help to mitigate social inequalities and promote economic development.

Question 2

Education has often been touted as the "answer" to alleviating or preventing huge disparities in social and economic class. However, there is much discussion today about the ever-widening gap between the rich and the poor. Has education failed in this part of its mission? Regardless of the rhetoric, do you believe that eliminating the gap was a legitimate aim of education? Should it be?

Answer 2

Education is often promoted as a solution to reducing social and economic disparities, but the reality is that the gap between the rich and the poor continues to widen. This has led to a debate about whether education has failed in its mission to alleviate these disparities. It is important to acknowledge that education alone cannot completely eliminate inequality, as there are many other factors at play such as systemic discrimination, lack of access to resources, and economic policies that favor the wealthy.

However, education still plays a crucial role in addressing these disparities. It provides individuals with the knowledge and skills needed to access better opportunities and improve their socio-economic status. It also has the potential to challenge societal norms and empower individuals to advocate for change. While education may not single-handedly eradicate inequality, it is a vital tool in the fight against it.

As for whether eliminating the wealth gap should be a legitimate aim of education, the answer is yes. Education should strive to create a more equitable society where individuals have equal opportunities to succeed regardless of their background. This does not mean that everyone should have the same outcomes, but rather that everyone should have an equal chance to achieve their full potential. Education should aim to teach students about social justice, equity, and the impacts of inequality, and empower them to work towards a fairer society.

In conclusion, while education alone cannot solve all societal inequalities, it is an essential component in addressing them. Eliminating the wealth gap should indeed be a legitimate aim of education, as creating a more equitable society benefits everyone. It is important for education to continue to evolve and adapt in order to meet this aim and contribute to a more just and fair world.

Question 3

Orestes Brownson challenged Horace Mann's interpretation of the state's role in protecting social and economic harmony via education. He believed in the right and duty of the local school district to determine "the selection of teachers, the choice of studies and of books…all that pertains to the methods of teaching and the matters to be taught or learned…" How are both Mann's and Brownson's arguments being employed today in education, and over what kinds of issues? How can understanding the past help us understand, and act, in the present? Where do you stand on federal versus state versus local control of the schools?

Answer 3

Both Mann's and Brownson's arguments continue to be relevant in the ongoing debate over education policy. Mann's emphasis on the state's role in promoting social and economic harmony through education is reflected in the current emphasis on standards-based education, standardized testing, and federal funding for education initiatives. This approach seeks to ensure a minimum level of education for all students and to address educational inequities across different regions.

On the other hand, Brownson's argument for local control of education is also evident in the push for school choice, charter schools, and the emphasis on local autonomy in determining curriculum and teaching methods. This perspective seeks to empower local communities and educators to tailor education to the specific needs and values of their students and families.

Understanding the historical context of these arguments can help us navigate the complexities of education policy today. By recognizing the tensions between state and local control, we can strive for a balance that promotes equity and accountability while respecting the diversity of educational approaches and values.

As for my stance on federal versus state versus local control of schools, I believe that there is value in finding a middle ground. While federal oversight can ensure basic standards and equity, and local control can foster innovation and responsiveness to community needs, state involvement can provide a bridge between the two, allowing for flexibility while maintaining a level of consistency and accountability. Ultimately, the goal should be to ensure that all students have access to a high-quality education that respects their individual needs and backgrounds.

Question 4

Analyze the "Irish problem" in terms of nineteenth-century American ideology and political economy and discuss the merits and/or weaknesses of Horace Mann's call for the common schools to solve
this "problem." Think about the tensions of the common school era and compare them to the tensions of today. Do you see any parallels in our contemporary system of education?

Question 5

Clearly, the inadequacy of school facilities, both in terms of educational resources and physical facilities, as well as our social acceptance of these inadequacies, has plagued the American school system since the beginning. On one hand, we as a society say we value education, yet on the other hand, we as a society fail to demonstrate this "valuing" as illustrated by our tolerance of this historical problem. How can we explain, and address, this phenomenon?

Question 6

How do the physical, environmental and resource-related challenges of schools in Mann's time parallel the challenges schools, teachers, and students experience today, particularly in urban or low-income schools?

Question 7

What is human capital theory and why is it significant to understanding this chapter?

Question 8

Horace Mann saw the teacher's role as that of exemplar of moral behavior, and went so far as to suggest that teachers should prevent violations of moral law by inculcating a moral state of mind in their students. How responsible do you think teachers today can and should be with their students, especially those thought of as coming from "at risk" backgrounds?

Question 9

The idea of educating the "citizen" was central to Horace Mann's educational ideals. Discuss Mann's concept of the "citizen" and show how it was reflected in his educational proposals.

Question 10

Focusing efforts on achieving social harmony could most likely lead to

A) encouraging individualism.
B) encouraging conformity.
C) encouraging religious toleration.
D) All these answers are correct.

Question 11

School was viewed as a vehicle for building nationalistic spirit because

A) westward migration had resulted in decreases in national loyalty.
B) the flood of immigrants challenged the American identity.
C) individuals expressed greater loyalty to the local community.
D) All these answers are correct.

Question 12

Reasons for conflict over reform efforts during the common school era included

A) a contradiction between the idea of individualism and the idea of broadening the authority of the state on behalf of social welfare programming.
B) conflict between religious authority and the authority of the crown.
C) a concern for social harmony.
D) both conflict between religious authority and the authority of the crown, and a contradiction between the idea of individualism and the idea of broadening the authority of the state on behalf of social welfare programming.

Question 13

Many attempts at social reform during the common school era were guided by humanitarian concerns. This humanitarian emphasis was largely a result of

A) popular skepticism about people being able to take control of their own destiny.
B) a sense of religious obligation.
C) an increase in scientific discoveries.
D) both a sense of religious obligation, and popular skepticism about people being able to take control of their own destiny.

Question 14

Resistance to Mann's "common elements" approach came from

A) those wanting a strict division between church and state.
B) those wanting their own religion to be taught in schools.
C) those fearing that no religion would be taught in schools.
D) All these answers are correct.

Question 15

John Stuart Mill's statement that "Education provided by the public must be education for all..." was made in regard to his concern that

A) public schooling should be made available to all people.
B) public schooling should provide all people with the same kind of education.
C) public schooling should be secular.
D) All these answers are correct.

Question 16

The rise of Catholic schools can be seen as a response to

A) Catholics' belief that academic standards would be lower in public schools.
B) the anti-Catholic sentiments of the majority of common school supporters.
C) common-school supporters' insistence on separation between church and state.
D)the anti-Catholic sentiments of the majority of common school supporters, and also common-school . supporters' insistence on separation between church and state.

Question 17

Johann Fichte's position that "you must fashion [the child]…in such a way that he cannot will otherwise than you wish him to will" is most importantly tied to Mann's support for

A) a pedagogy of love.
B) common elements.
C) teacher authority.
D) teacher authority, and a pedagogy of love.

Question 18

Mann's belief that women would make better teachers than men reflects

A) his concerns about keeping educational costs low, since women were paid less than men.
B) his belief that men as teachers were not good role models for youths.
C) his belief that women and men have inherently different natures.
D) All these answers are correct.

Question 19

The curriculum that Mann proposed for the normal schools reflected his concerns about

A) improving academic preparation of teachers.
B) having teachers who could learn and apply appropriate techniques of teaching.
C) credentializing the teaching profession.
D) All these answers are correct.

Question 20

Common schooling was seen as one solution to the "immigrant problem" because of perceptions that

A) immigrants were uneducated and needed to learn skills necessary for democratic participation.
B) immigrants' value systems did not include the work ethic required for the factory system.
C) immigrants did not usually provide an education for their children.
D) All these answers are correct.

Question 21

Women's opportunities for employment as teachers increased during the common school era primarily because

A) more teachers were needed, and women represented an untapped human resource.
B) common school supporters recognized that women were the primary teachers in the home.
C) the ability to nurture was seen as a primary characteristic of women.
D) All these answers are correct.

Question 22

The notion of industrial morality can be described as:

A) values that include clear demarcations between childhood, youth, and adulthood.
B) values that revolve around notions of clock time and punctuality.
C) values that respect rules, law, and authority.
D) All these answers are correct.

Question 23

Jefferson and Mann would probably agree on

A) taxpayer funding of education.
B) states' sovereignty in matters of education.
C) different kinds of education, according to merit.
D) All these answers are correct.

Question 24

Brownson's position that every child had a "natural right to the best education..." reflects his belief that

A) every state should regulate education.
B) all human beings have the capacity for developing their intellectual capacities.
C) education should be determined by the needs of the child.
D) All these answers are correct.

Question 25

Women began dominating the ranks of teachers due in part to the belief that

A) women were more virtuous than men.
B) more women were qualified to teach than men.
C) women could be paid less than men.
D) women were more virtuous than men, and women could be paid less than men.

Question 26

According to Brownson, a government that neglects to provide an equal education for all members of the society forfeits the right to

A) receive funding for education.
B) punish the offender who may be uneducated.
C) collect taxes from those individuals that are uneducated.
D) All these answers are correct.

Question 27

The idea that schools could create wealth, thus relieving the plight of the poor without cost to the rich, is reflective of

A) social capital theory.
B) human capital theory.
C) economic capital theory.
D) None of these answers is correct.