How did compulsory education change schools and the teaching

How Compulsory Education Changed Schools and the Teaching Profession (1865-1920)

The 7 Cardinal Principles of Secondary Education

Kindergarten

Works Cited

Compulsory Education

• From the end of the Civil War to WWI, public, compulsory education was on the rise
• Started in New England and progressed westward and southward

• The Commission on the Reorganization of Secondary Education, which began in 1913 and released it's report in 1918, found 7 educational goals of schools across the nation. These were:

"Frederick Winslow Taylor." Who Made America? PBS, n.d. Web. Feb. 2015.

Parkay, Forrest W., and Beverly Hardcastle Stanford. Becoming a Teacher. Seventh ed. Boston: Pearson Education, 2007. Print.

• "Garden were children grow"
• Focused on play, games, stories, music, and language activities designed to assist children before entering formal elementary education
• Started traditionally as private schooling
• First kindergarten founded in 1837
• Margarethe Schurz
• Opened first kindergarten class in the US
• Taught in German
• Elizabeth Palmer Peabody
• Opened first English-speaking kindergarten
• Susan Blow
• Established first successful public kindergarten in the US
• Shortly after, child-centered curriculum was developed to be used in national and international kindergarten classrooms

Organizational Features

• Centralized control
• Increasing authority for state, county, and city superintendents
• Division of labor between teachers and administrators

Management Principles

• Top-down techniques similar to business
• Based on work of Frederick W. Taylor
• Focused on paying employees for their work versus position
• Didn't value unions
• Sought to find proper positions for proper people
• However, focused on standardization

• health
• command of fundamental processes
• worthy home membership
• vocation
• citizenship
• worthy use of leisure time
• ethical character

How are these principles still used for early and pre elementary education?

The Professionalization of Teaching

Minority Education

Women's Contributions that shaped Educational Policies

Largest Contribution would be the development of the National Education Association (NEA) and the American Federation of Teachers (AFT)

Ella Flagg Young

Jane Addams

Margaret Haley

National Education Administration: Formed in 1857, the NEA drew from the state education associations which had been established in 15 of the 31 existing states. Their goal was to improve conditions for teachers and students in the United States

American Federation of Teachers: Founded in 1916 in Chicago, the AFT was accepted into the American Federation of Labor and began to work for tenure laws as well as other rights for teachers. In it's first four years 174 Local chapters were charted but numbers dropped following WWI as school boards pressured teachers to drop from the union

• When it came to equality regarding public education, leaders for varying movements were W. E. B. Dubois and Booker T. Washington
• W. E. B Dubois advocated higher education for African-American people, especially for men who could be groomed for leadership positions
• Booker T. Washington advocated for equal education for all, expressing that more education overall would create a variety of talents

The Committees of Ten and Fifteen were formed by the NEA in order to better organize the curricula of high schools and elementary schools respectively

• How do you feel societal pressures impact the education of minority people?

Jane Addams (1860-1935): Best known for her creation of Hull House, originally a daycare and meeting place for the impoverished population of Chicago and later a settlement house which even included a residential area, Addams worked for the betterment of the community and quality of life for all. In her lifetime, she worked against wars, sweat shops and poor living conditions. She was awarded the Nobel Peace prize in 1931

Ella Flagg Young (1845-1918): Once a high school teacher, principal, and then assistant superintendent, Young studied under John Dewey and received her PhD at the University of Chicago. In 1909, she became the first woman superintendent of a major city's school system and in 1910, became the first female president of the NEA

Margaret Haley (1861-1939): Worked for 16 years as a 6th grade teacher in the stockyards districts of Chicago witnessing awful conditions for students and teachers alike. In 1897, Haley joined the Chicago Teachers' Federation (CTF) and in 1900, became the vice president. With the CTF, Haley worked for better salaries, pensions, tenure and school conditions. Haley was so insistent in her efforts, she helped the members of the CTF earn the nick name the "Lady Labor Sluggers"

Committee Of Ten: Focused on the organization of high school curriculum into nine parts and recommended a concentration on the humanities, languages and science. $2500 was appropriated for this task and it was held from 1892-1893

Committee of Fifteen: Spurred from the success of the committee of ten, this group decided on an improved curriculum for elementary schools that would introduce Latin, the modern languages and algebra at the elementary level. It also organized the curriculum into 5 areas of study; grammar, literature, arithmetic, geography, and history