THE COMMON SCHOOL

The largest effort at institution building before the Civil War came in the movement to establish common schools—that is, tax-supported state school systems open to all children. In the early nineteenth century, most children were educated in locally supported schools, private academies, charity schools, or at home, and many had no access to learning at all. School reform reflected the numerous purposes that came together in the era’s reform impulse. Horace Mann, a Massachusetts lawyer and Whig politician who served as director of the state’s board of education, was the era’s leading educational reformer. His annual reports, widely read throughout the country, combined conservatism and radicalism, liberation and social control.

Mann embraced the new industrial order of his state. But he hoped that universal public education could restore equality to a fractured society by bringing the children of all classes together in a common learning experience and equipping the less fortunate to advance in the social scale. Education would “equalize the conditions of men”—in effect, it would serve as industrial society’s alternative to moving west to acquire a farm. This view of free public education as an avenue to social advancement was also shared by the early labor movement, which made the establishment of common schools one of its goals. At the same time, Mann argued that the schools would reinforce social stability by rescuing students from the influence of parents who failed to instill the proper discipline. Character building was as important a function of education as reading, writing, and arithmetic. To some extent, the schools’ “silent curriculum”—obedience to authority, promptness in attendance, organizing one’s day according to predetermined time periods that changed at the ringing of a bell—helped to prepare students for work in the new industrial economy.

This daguerreotype from around 1850 depicts a classroom in a school for girls presided over by a male teacher.

The schools, Mann believed, were training free individuals—meaning persons who internalized self-discipline. But he encountered persistent opposition from parents who did not wish to surrender the moral education of their children to teachers and bureaucrats. Nonetheless, with labor organizations, factory owners, and middle-class reformers all supporting the idea, every northern state by 1860 had established tax-supported school systems for its children. The common school movement created the first real career opportunity for women, who quickly came to dominate the ranks of teachers. The South, where literate blacks were increasingly viewed as a danger to social order and planters had no desire to tax themselves to pay for education for poor white children, lagged far behind in public education. This was one of many ways in which North and South seemed to be growing apart.

A pamphlet issued in 1848 by the American Colonization Society urging free blacks to emigrate to Liberia, in West Africa, and defending the Society against “certain cavilings”—that is, abolitionist criticism.

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