American schools enrolling young children at the turn of the nineteenth century rejected rote memorization as a teaching strategy.

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At the turn of the nineteenth century, rote memorization was the dominant teaching strategy in American schools. It was believed that memorization of facts, such as dates and names, was crucial for a student's success. It wasn't until later in the century that progressive educators began to reject this approach and focus on more interactive and experiential forms of learning.

American Schools Enrolling Young Children at the Turn of the Nineteenth