Foundations of Education 12th Edition Ornstein

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CHAPTER 5
Historical Development of American Education

CHAPTER OUTLINE
I. The Colonial Period
A. New England Colonies
1. Child Depravity
2. “Old Deluder Satan”
3. The Town School
4. The Latin Grammar School
B. Middle Atlantic Colonies
1. New York
2. Pennsylvania
3. Southern Colonies
C. Colonial Education: A Summary View
II. The Early National Period
A. Franklin: The Academy
B. Jefferson: Education for Citizenship
C. Benjamin Rush: Church-related Schools
D. Webster: Schoolmaster of the Republic
III. The Movement Toward Public Schooling
A. The Common School
B. Mann: The Struggle for Public Schools
C. Normal Schools and Women’s Education
D. Catharine Beecher: Preparing Women as Teachers
E. The One-Room School
F. The McGuffey Readers
IV. The Development of American Secondary Schools
A. The Academy: Forerunner of the High School
B. The High School
1. Urbanization and the High School

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Chapter 5: Historical Development of American Education IM 5-2

2. Reshaping the High-School Curriculum

C. Secondary-School Organization
D. The Development of Educational Technology
V. The American College and University
VI. Immigration and Education in a Culturally Diverse Society
A. European Immigration
1. Irish and German Immigration
2. Changing Immigration Patterns
3. Immigration Policy Controversies
4. Ethnicity
5. The Assimilationist ideology
A. African Americans
1. Washington: From Slavery to Freedom
2. Du Bois: Challenger to the System
3. African American Demographic and Social Change
B. Native Americans
C. Latino Americans
D. Asian Americans
1. Chinese Americans
2. Japanese Americans
3. Other Asian Americans
E. Arab Americans
F. The Immigration Controversy
VII. Two Closing Historical Issues
A. A Persistent Issue: Teaching About Evolution
B. A New Issue: Teaching in a Global Society
C. Connecting with History of Education Throughout the Book

CHAPTER OVERVIEW
This chapter is divided into seven sections: (1) the colonial period, (2) the early national period, (3) the
movement toward public schooling, (4) the development of American secondary schools, (5) the
American college and university, (7) education in a culturally diverse society, and (8) two closing
historical issues that focus on teaching about evolution and educating in a global society.
The first section examines the origins of American education during the colonial era by comparing and
contrasting educational institutions, laws, and processes in the New England, Middle Atlantic, and
southern colonies. Each region's contribution to formal schooling is noted. Informal educational forces
such as the church, family, and workplace also are examined. In all three regions, educational
opportunities were limited by gender and socioeconomic class. Slavery, particularly in the South, was
reflected on in connection with forbidding enslaved Africans to learn to read and write.
The second section deals with the foundations of American education in the new republic that resulted
from the American Revolution. By examining the educational ideas and plans of Benjamin Franklin,
Thomas Jefferson, Benjamin Rush, and Noah Webster, this section recounts how America began the
evolution from a religiously dominated conception of education to one that professed to be civic,
political, and utilitarian. With this regard, the American identity is considered in association with the
roles that school assumed during this process.

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Chapter 5: Historical Development of American Education IM 5-3

The next section examines the rise of universal education as the American common school, a publicly
controlled and funded elementary education, was established. It explores the career of Horace Mann, a
pioneering Massachusetts school administrator and an educational leader, in creating common schools
that he believed could ameliorate social problems in American society. The influence of normal
schools, institutions of preservice teacher-preparation, on the feminization of the teaching force is
covered next. The role of Catharine Beecher in developing normal schools or seminaries for training
women to be teachers is discussed. The section describes the local rural school district, one-room
schools, and the use of McGuffey Readers.
The academy (the forerunner of the high school) and the high school are then discussed. The
establishment and support of the public high school are examined through such issues as urbanization,
social integration of the high school, the reshaping of the curriculum, and the organization of the high
school. With this regard historical events, such as the Committee of Ten and the Commission on the
Reorganization of Secondary Education, are discussed. The development of educational technology
also is examined in this section.
The next section outlines the origins and development of American colleges and universities. Among
the topics treated are the origins of colonial colleges and curricular focus of these institutions, the rise
of land-grant state institutions, the increasing popularity of community colleges, and the increase in
higher education enrollment, initially spurred on by the GI Bill in 1944.
The struggle of culturally diverse groups from colonial times to the twentieth century to gain
admittance to American educational institutions is reported in the next section. The educational
condition of African Americans, Native Americans, Latino Americans, Asian Americans, and Arab
Americans is examined in historical perspective. In the context of the education of African Americans
during the post–Civil War Reconstruction era, the educational controversy between Booker T.
Washington and W.E.B. Du Bois is considered. With regard to the education of Latino Americans, the
largest growing group in the United States, bilingual education is reflected on in connection with the
Bilingual Education Act of 1968 and Lau versus Nichols (1974).
In the final section, the authors consider two issues contemplated throughout American education –
teaching about evolution and educating in an increasingly diverse and global society. The topic of
evolution is considered with regard to the historical role of religion in American public education, as
well as with regard to the contemporary discussion of intelligent design. The challenges of educating in
a global society are reflected on with regard to historical and contemporary economic challenges.

STUDENT OBJECTIVES
After studying this chapter, students will be able to do the following:
1. Describe how European educational ideas and institutions were carried to and altered in the
American environment
2. Compare and contrast colonial educational practices in New England, the Middle Atlantic and
Southern colonies
3. Examine the influence of religion on schooling during the colonial and early national periods, as
well as during the rise of the common school movement
4. Analyze the relationships between political democracy and public schooling in the American
historical context
5. Describe the characteristics of and the influences on the rise of public education
6. Trace the origin and development of American secondary schooling
7. Trace the origin and development of American higher education

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Chapter 5: Historical Development of American Education IM 5-4

8. Describe the struggle to provide educational opportunities for minorities and identify the
contributions of ethnic, cultural, and language minority groups to American education
9. Identify and analyze the issues related to education in a pluralistic society
10. Identify key historical figures in American education and describe their contributions to the
development of public schooling
11. Analyze educational issues in historical perspective, evaluate recent educational events,
influences, and trends

DISCUSSION TOPICS, CLASS ACTIVITIES, AND ASSIGNMENTS

1. Colonial education. Emphasize the influences of the regional differences of the New England,
Middle Atlantic, and Southern colonies on the development of distinct forms of schooling during
the colonial era.
In small groups, have students develop comparative charts that highlight settlement, cultural,
social, economic and educational differences among the colonial regions.
In small groups, have students examine some curriculum materials that connect with the colonial
era, such as the horn book or the New England Primer. Originals or copies of these materials may
be used, as well as pictures as an alternative. Ask students to develop a list of five to ten notes
about the content of these materials. Discuss in connection with the goals of colonial education.
2. Institutional continuity and change. Have students identify aspects of American education that
have remained fairly stable and aspects that have undergone significant change through the years.
Discuss the historical factors that may have influenced the areas of stability and change.
During an in-class exercise, provide students with photographs and artifacts from the era of the
one-room schoolhouse. Have them prepare a report that compares this educational environment
with their own.
An alternative to the previous assignment is to take students on a fieldtrip to an existing one room
schoolhouse. Meet with the curator of the schoolhouse and ask the students to generate questions
about the materials that they see in the schoolhouse. If there are materials that connect with the
games played by the schoolchildren who attended one room schoolhouses, students could utilize
these as well.
Ask students to identify and research the development of normal schools in their own states.
Students should write a research paper about the identified normal schools and reflect on when
they developed, who founded them, as well as the focus of the curriculum. As a follow-up
activity, students also could discuss the growth and expansion of these normal schools.
Ask students to locate a diary of a student who attended a local common school, normal school,
or college during the nineteenth century. Diaries potentially may be found in local historical
societies, college archives, state historical societies, as well as on-line in some cases. The
assignment is to read the diary and develop a schedule of some of the key activities of the student.
Discuss the schedule in connection with the goals of schooling.
As an individual assignment, students should select what they believe to be the most significant
events in the development of K–12 schooling from the 1600s, 1700s, 1800s, and 1900s. They
should describe and defend their choices in writing.
Students should interview their parents, grandparents, or members of a local senior citizens’
center about their school experiences. If photographs are available, students should ask if they
may examine them. Students will compare and contrast their educational experiences with those
of the interview subjects.

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Chapter 5: Historical Development of American Education IM 5-5

3. Selectivity versus inclusiveness. Analyze the rise of the American comprehensive high school as
the dominant institution of secondary education. Have students debate the question: Are American
secondary schools designed to be selective or inclusive institutions?
4. Political, social, and cultural influences. Using Overview 5.1 as a guide, identify additional
political, social, and cultural events that influenced American schooling from 1630 to the present.
Describe the events, discuss their significance, and explain how they are congruent with or deviate
from other historical forces of the period in which they occurred.
Have students select a major newspaper or weekly news magazine and cut out education-related
articles printed over the course of four weeks. Identify the major issues, attempt to trace their
historical origins, and analyze their effects on education today. As a follow-up activity, students
might utilize some of the on-line historical news databases and locate earlier news articles about
these issues.
Have students complete the following activity: Write a short history of an elementary or
secondary school in your home community. Emphasize how the school has been affected by
economic, social, and political trends of various periods. Consult local librarians, PTAs, school
administrators, members of local Phi Delta Kappa or Kappa Delta Pi chapters, and longtime
community residents for pertinent information.
5. Multiculturalism. Using the concepts of multiculturalism and assimilation, examine the
involvement of minority groups throughout the history of American education.
Invite a college or university professor of minority studies to speak to your class on historical and
current issues in the education of one or more ethnic, cultural, or language minority groups.
Afterward, write a brief reaction paper focusing on the ideas discussed that you found the most
interesting or surprising.
Have students reflect on their K–12 schooling and the place of multicultural issues in it. Students
should write about their reflections and share these with a student from a different culture. Have
students compare and contrast educational experiences.
6. Educational leaders. Identify some of the major persons who have contributed to shaping
American education. Examine the concept of educational leadership as exemplified by these
individuals; what characteristics did they have or what ideas did they espouse that may have
contributed to their widespread influence? How are they similar to or different from contemporary
educational leaders?
An alternative to this assignment is to ask students to research and write about local educational
leaders from the seventeenth, eighteenth and nineteenth centuries. These leaders might be from
the area surrounding their colleges and/or universities, or from their home towns. Discuss how
these local leaders contributed to the education profession, as well as how their practices were
influenced.
Using one of the resources cited at the end of this section, have students read more about one of
the leading educators described in the chapter and prepare a report with more details about the
influences on that person’s educational and philosophical development and about his or her major
contributions to American education.
7. Responses to terrorism. Ask students to interview curriculum specialists from a local school
district to determine how the “War on Terrorism” has influenced teaching and learning in local
schools.
8. Persistent and New educational issues. The purposes of education, the organization of curriculum,
methods of teaching, and the role of the teacher have continually changed. Examine recent

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Chapter 5: Historical Development of American Education IM 5-6

educational events and influences and project changes that might be anticipated within the next
ten years.
The study of evolution versus intelligent design is a curriculum topic that has been debated in the
historical context, as well as in the contemporary. Divide the class into small groups. Each group
should research and identify the challenges surrounding the study of evolution versus intelligent
design in public schools. A classroom discussion should follow during which each group will
present two to three key challenges that they identified.
Assign students the following activity: Try to imagine the school experience your grandchildren
will have. Write a brief hypothetical history of your grandson’s or granddaughter’s education.
What current trends in American education led you to describe their education as you did?
9. Asian-Americans. Amy Chua stirred the pot of controversy with her 2011 bestseller, Battle Hymn
of the Tiger Mother. In her work, Chua explains her viewpoints on what has traditionally made
the typical Asian-American student the proverbial “overachiever.”
Peruse the following Wall Street Journal article, “Why Chinese Mothers are Superior,” written by
Amy Chua in a group-setting. Have students provide their feedback and viewpoints regarding
Chua’s controversial work
http://online.wsj.com/article/SB10001424052748704111504576059713528698754.html
10. Asian-Americans 2. During WWII, over 100,000 American citizens of Japanese origin were sent
to interment-camps. Despite their citizenship, they were viewed by the government with suspicion
and classified as the enemy.
Have students view the following photos:
1) A typical interment-camp:
http://www.google.co.il/imgres?q=schools+in+japanese+internment+camps&um=1&hl=en&safe
=off&sa=N&biw=1400&bih=829&tbm=isch&tbnid=ENs1otp_dlGIVM:&imgrefurl=http://japane
seamericaninternmentcamps.wikispaces.com/Life%2Bin%2BJapanese%2BInternment%2BCamps
&docid=eDYCSsk0tNcGnM&imgurl=http://japaneseamericaninternmentcamps.wikispaces.com/f
ile/view/japanese-internment-camp-barracks.jpg/281892576/412x354/japanese-internment-camp-
barracks.jpg&w=400&h=300&ei=gQKEUOqtOOqQ0QXwjoCwBQ&zoom=1&iact=hc&vpx=16
5&vpy=151&dur=186&hovh=194&hovw=259&tx=149&ty=90&sig=108448612501581824978&
page=1&tbnh=138&tbnw=194&start=0&ndsp=30&ved=1t:429,r:0,s:0,i:66
2. A notice of relocation:
http://www.google.co.il/imgres?q=schools+in+japanese+internment+camps&um=1&hl=en&safe
=off&sa=N&biw=1400&bih=829&tbm=isch&tbnid=jRGYJgJNn66J1M:&imgrefurl=http://www.
twogypsies.com/html/heart_mountain.html&docid=aiZAH5qB-
k9L9M&imgurl=http://www.twogypsies.com/assets/images/internment-
notice.jpg&w=300&h=206&ei=gQKEUOqtOOqQ0QXwjoCwBQ&zoom=1&iact=hc&vpx=412
&vpy=323&dur=3102&hovh=164&hovw=240&tx=142&ty=96&sig=108448612501581824978&
page=2&tbnh=134&tbnw=196&start=30&ndsp=37&ved=1t:429,r:29,s:20,i:217
3. An interment-camp school:
http://www.google.co.il/imgres?q=schools+in+japanese+internment+camps&um=1&hl=en&safe
=off&sa=N&biw=1400&bih=829&tbm=isch&tbnid=J6gVZtVV4BoGgM:&imgrefurl=http://dadd
ytypes.com/2009/01/09/diy_pre-
school_playground_topaz_internment_camp_delta_utah.php&docid=kCbbtsjDwlFAAM&imgurl
=http://daddytypes.com/archive/topaz_mus_school.jpg&w=500&h=365&ei=gQKEUOqtOOqQ0
QXwjoCwBQ&zoom=1&iact=hc&vpx=179&vpy=299&dur=2003&hovh=192&hovw=263&tx=1

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Chapter 5: Historical Development of American Education IM 5-7

74&ty=100&sig=108448612501581824978&page=1&tbnh=131&tbnw=181&start=0&ndsp=30&
ved=1t:429,r:6,s:0,i:84
VIDEO CASE
Multimedia Literacy: Integrating Technology into the Middle School Curriculum
Watch “Multimedia Literacy: Integrating Technology into the Middle School Curriculum.” This video
shows a class in which students are using technology to do research on Costa Rica, write an essay, and
then communicate what they have learned using PowerPoint presentations. As you’re watching this
video, think about ways in which technology is part of the process of globalization of access to
information. In particular, how does this video cause cross national boundaries? Consider the following
questions:
1. Would the lesson shown in this video case meet the national technology standards outlined in
this chapter? Why or why not?
2. How does this lesson on Costa Rica promote both technological and information literacy while
it also promotes global understanding? What essential skills do students gain from completing
this kind of assignment?
3. How does this video case contribute to understanding the process of globalization?
Bonus Questions:
4. In this video case, it is suggested that technology not only contributes to a process of
globalization, but also generates increased literacy. How might Benjamin Franklin, Thomas
Jefferson, Benjamin Rush, and Noah Webster reflect on using technology as part of the
globalization process, as well as for increasing literacy? For what reasons? What concerns, if
any, would they express?
5. How does the use of technology in the classroom diversely shape the American elementary,
middle, and high school?
6. How might technology shape and alter public schooling in the United States in the next fifty
years?

SELECTED REFERENCES
Berube, Maurice R. American School Reform: Progressive, Equity, and Excellence Movements, 1883–
1993. Westport, CN: Praeger, 1994.
Carger, Chris Liska. Of Borders and Dreams: A Mexican-American Experience of Urban Education.
New York: Teachers College Press, 1996.
Child, Brenda J. Boarding School Seasons: American Indian Families, 1900–1940. Lincoln: University
of Nebraska Press, 1998.
Cleary, Linda Miller, and Thomas D. Peacock. Collected Wisdom: American Indian Education. Boston:
Allyn and Bacon, 1998.
Conway, Jill Ker. A Woman’s Education. London: Vintage, 2002.
Cremin, Lawrence A. American Education: The Colonial Experience, 1607–1783. New York: Harper
and Row, 1970.
Cremin, Lawrence A. American Education: The National Experience, 1783–1876. New York: Harper
and Row, 1980.

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Chapter 5: Historical Development of American Education IM 5-8

Cremin, Lawrence A. The Transformation of the School: Progressivism in American Education, 1876–
1957. New York: Knopf, 1961.
DeBare, Ilana. Where Girls Come First: The Rise, Fall, and Surprising Revival of Girls' Schools. New
York: J.P. Tarcher/Penguin, 2004.
Fraser, James W. The School in the United States: A Documentary History. Boston: McGraw-Hill,
2001.
Gaither, Milton. American Educational History Revisited: A Critique of Progress. New York: Teachers
College Press, 2003.
Good, Thomas L., ed. American Education: Yesterday, Today, and Tomorrow. Chicago, IL: NSSE:
Distributed by the University of Chicago Press, 2000.
Gutek, Gerald L. A History of the Western Educational Experience. Long Grove, IL: Waveland Press,
1994.
Holmes, Madelyn, and Beverly J. Weiss. Lives of Women Public Schoolteachers: Scenes from
American Educational History. New York: Garland Publishing, 1995.
Jeynes, William H. American Educational History: School, Society, and the Common Good. Thousand
Oaks, CA: SAGE Publications, 2007.
Kridel, Craig, and Robert V. Bullough, Jr. Stories of the Eight-Year Study: Reexamining Secondary
Education in America. Albany: State University of New York Press, 2007.
McAfee, Ward. Religion, Race, and Reconstruction: The Public School in the Politics of the 1870s.
Albany: State University of New York Press, 1998.
McKnight, Douglas. Schooling, the Puritan Imperative, and the Molding of an American National
Identity: Education’s “errand into the Wilderness.” Mahwah, NJ: Lawrence Erlbaum, 2003.
Mondale, Sarah. School: The Story of American Public Education. Boston: Beacon Press, 2002.
Morgan, Harry. Historical Perspectives on the Education of Black Children. Westport, CT: Praeger
Publishers, 1995.
Nash, Margaret A. Women’s Education in the United States, 1780-1840. New York: Palgrave
MacMillan, 2005.
Newfield, Christopher. Ivy and Industry: Business and the Making of the American University, 1880–
1980. Durham, NC: Duke University Press, 2003.
Ogren, Christine A. The American State Normal School: “An Instrument of Great Good.” New York:
Palgrave MacMillan, 2005.
Parkerson, Donald Hugh, and Jo Ann Parkerson. Transitions in American Education: A Social History
of Teaching. New York: RoutledgeFalmer, 2001.
Pulliam, John D. and James V. Van Patten. History of Education in America, 9th ed. Upper Saddle
River, NJ: Prentice Hall, 2006.
Reese, William J. America’s Public Schools: From the Common School to "No Child Left Behind".
Baltimore, MD: Johns Hopkins University Press, 2005.
Richardson, Theresa R., and Erwin V. Johanningmeir. Race, Ethnicity, and Education: What is Taught
in School? Greenwich, CN: Information Age Publishing, 2003.
Rousmaniere, Kate. City Teachers: Teaching and School Reform in Historical Perspective. Teachers
College Press, 1997.

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Chapter 5: Historical Development of American Education IM 5-9

Rury, John L. Education and Social Change: Themes in the History of American Schooling, 2nd ed.
Mahwah, NJ: L. Erlbaum Associates, 2005.
Spring, Joel. The American School, 1642–2004, 6th ed. New York: McGraw Hill, 2005.
Spring, Joel. The Cultural Transformation of Native American Family and its Tribe 1763-1995: A
Basket of Apples. Mahwah, NJ: Erlbaum Associates, Inc., 1996.
Tyack, David, and Larry Cuban. Tinkering Toward Utopia: A Century of Public School Reform.
Cambridge, Mass.: Harvard University Press, 1995.
Tyack, David B., and Elizabeth Hansot. Learning Together: A History of Coeducation in American
Public Schools. New York: Russell Sage Foundation, 1992.
Tyack, David., and Jennings L. Wagoner, Jr. American Education: A History, 3rd ed. Boston: McGraw
Hill, 2004.
Urban, Wayne J. and Jennings L. Wagoner Jr. American Education: A History, 4th ed.. Florence, KT:
Routledge, 2008.
Walch, Timothy. Parish School: American Catholic Parochial Education from Colonial Times to the
Present. New York: Crossroad Publishing Company, 1996.
Watras, Joseph. A History of American Education. Boston: Allyn & Bacon, 2007.
Weinberg, Meyer. Asian-American Education: Historical Background and Current Realities. Mahwah,
NJ: Erlbaum Associates, Inc., 1997.

INTERNET RESOURCES

Booker T. Washington National Monument http://www.nps.gov/bowa/index.htm

Country School Association of America
http://csaa.typepad.com/country_school_associatio/2009/06/days-of-the-oneroom-schoolhouse.html
The Federal Role in Education http://www.ed.gov/about/overview/fed/role.html
History of American Education Web Project http://www.ux1.eiu.edu/~cfrnb/index.html
History of Education in the United States http://www.indiana.edu/~reading/ieo/bibs/histedus.html
Mary Lyons http://www.mtholyoke.edu/marylyon
National Association of State Universities and Land-Grant Colleges http://www.nasulgc.org/
National Women's History Project http://www.nwhp.org/
Only a Teacher http://www.pbs.org/onlyateacher/index.html
School: The Story of American Public Education
http://www.pbs.org/kcet/publicschool/evolving_classroom/books.html
Women Working: Catharine Beecher (Open Collections Program Harvard University Library)
http://ocp.hul.harvard.edu/ww/people_beecher.html

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