Chapter Three

1. Chapter Three School as a Public Institution: The Common School Era (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

2. Served as secretary to the Massachusetts State Board of Education 1837-1848 Powers limited to the collection and dissemination of information regarding education in Massachusetts Created county educational conventions Distributed annual reports Established Common School Journal in 1839 Mann and the Common Schools (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

3. School buildings Moral values Lessons from the Prussian school system School discipline Quality of teachers Economic value of schooling Mann’s Central Issues (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

4. Improved physical setting of schools through Use of surveys Public encouragement for model districts Publication of school expenditures by town School Buildings (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

5. Schools as agents of social harmony Moral values as “common elements” of the common school Anti- Catholic bias John Stuart Mill’s argument for secular education Foreshadowed continuing separation of church/state issues in schools Moral Values (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

6. Designed to develop Prussian nationalism and position German states for world leadership Aristocratic tier Vorschule Gymnasium Military academics/universities Common tier Volkshule Workforce/technical schools/normal schools Reinforced Mann’s support for free, state-financed, state-controlled universal and compulsory schools Lessons from the Prussian School System (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

7. Spoke out against harsh treatment of students The “pedagogy of love” rather than overt authoritarianism Teacher’s responsibility as moral agent Self-discipline ultimately supports self- government School Discipline (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

8. Emphasized need for special teacher preparation Normal schools created with pedagogical methods dominating curriculum Teachers as moral role models The feminization of teaching Lower costs More nurturing of children Quality of Teachers (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

9. Forerunner of human capital theory Material well-being for the masses Worker productivity and satisfaction Inherent contradictions not acknowledged/addressed Economic Value of Schooling (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

10. Supported by diverse interests in Massachusetts, including financial interests Mann’s “common elements” was a satisfactory compromise for religious interests Reforms incorporated popular classical liberal thinking Success of Common School Reforms (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

11. Massachusetts political economy and ideology hospitable to state-funded and state-controlled schools Horace Mann as leading proponent of schooling as agent of cultural uniformity Questions remain about the implications of the common school era’s reforms Concluding Remarks (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e

12. character education decentralization discipline and a pedagogy of love feminization of teaching humanitarian reform normal school Prussian model sectarianism university urbanization Developing Your Professional Vocabulary (c) 2006 The McGraw-Hill Companies, Inc. All rights reserved. Tozer/Senese/Violas, School and Society, 5e