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Schools

Monitorial Schools

Common Schools

Elementary Schools

Academies

High Schools

Historical Foundations of Curriculum

Nineteenth-Century

European Educators

European thought influenced U.S. education

(Ornstein, et al, 2013, p. 60)

Spencer

Pestalozzi

www.jhpestalozzi.org

curriculum based on Darwinism and survival of the fittest

www.britannica.com/biography/Herbert-Spencer

Education through natural development and the senses

(Ornstein, et al, 2013, p. 63)

The Colonial Period

(Ornstein, et al, 2013, p. 61)

1642-1776

Froebel

Herbart

German educator who began the kindergarten movement focused on young children

(Ornstein, et al, 2013, p. 61)

1. preparation (referring to prior knowledge)

2. presentation (presents new lesson)

3. association (relating new material to prior knowledge)

4. systemization (illustrate using examples)

5. application (testing new ideas to determine mastery)

development of the Herbartian method that still serves as guidelines for the current classroom teacher

froebeleducation.com/page/3/

Current reading and writing emphasis is rooted in colonial educational values (Ornstein & Hunkins, 2013).

Universal Education

1. New England Colonies

Schools derived from 1)legislation mandating that children be able to understand religion and law and 2)an act requiring a reading and writing teacher in a town populated with 50 or more.

2. Middle Colonies

No common language or religion; beginning roots of cultural pluralism.

3. Southern Colonies

Education left to families; large educational inequity due to system of slavery.

(Ornstein et al, 2013, p. 56)

(Ornstein, et al, 2013, p. 62-63)

Colonial Regions

1820-1900

"...mass education was necessary for intelligent participation in a political democracy" (Ornstein, et al, 2013, p. 64).

Town Schools

  • Locally controlled
  • "Crude, one-room structure"
  • Age range: 5-14
  • Irregular attendance

Parochial/Private Schools

  • Predominately Middle colonies
  • Focus on reading, writing, and religion
  • Southern upper class students attended private schools

(Ornstein, et al, 2013, p. 56-57)

Downfalls

  • Too mechanical
  • Students cannot replace instructors

(Ornstein, et al, 2013, p. 64)

Based on Joseph Lancaster's education theory

(Ornstein, et al, 2013, p. 64)

Latin Grammar Schools

www.britannica.com/topic/education

  • Established as preparation for college
  • Prepared students for the professions
  • Religious atmosphere present
  • Colonial school that was most similar to European schools

Academies

  • Established in 1971
  • Practical curriculum for those not seeking college
  • History was the main ethical study over religion

Colleges

Teacher instructed bright students, who then taught to their peers

  • Latin grammar students usually attended Harvard or Yale
  • Curriculum included "Latin, grammar, logic, rhetoric, arithmetic, astronomy, ethics, metaphysics, and natural sciences."

(Ornstein, et al, 2013, p. 57)

Benefits

  • Freed the teacher from a large group
  • Efficient

(Ornstein, et al, 2013, p. 64)

  • Most popular on frontier
  • Wanted free education for kids

The New England Primer

(Ornstein, et al, 2013, p.65)

  • Schools under one authority
  • Requiring a school board to have responsibility for local schools
  • Published in 1690s
  • Most commonly used textbook in the colonies
  • Consisted of religious and moral doctrines

venezky.stanford.edu/colonial/

Textbooks

Colonial Hornbook

(Ornstein, et al, 2013, p. 64)

  • Paddle-shaped board
  • Memorized to learn to read

www.nhptv.org/authors/alphabet.asp

(Ornstein, et al, 2013, p. 58)

  • Horace Mann advocated the school
  • Rallied for support throughout community

(Ornstein, et al, 2013, p. 64-65)

  • No consensus
  • Trend-essential subjects (reading, spelling, math, etc.)
  • 1825--"manners" and "moral" instruction

  • 1875--morality lessons replaced with conduct

(Ornstein, et al, 2013, p. 65)

  • More content was eventually added to the curriculum
  • 1850-Geography and History
  • 1875-Science, Visual Art, and Physical Education
  • 1900-Nature Study, Music, and Homemaking

(Ornstein, et al, 2013, p. 65)

The National Period

  • In 1870s, public high schools replaced academies
  • Then served as finishing schools for ladies
  • Early 1800s, replaced grammar schools
  • Prepared students for life or college

(Ornstein, et al, 2013, p. 59)

(Ornstein, et al, 2013, p.67)

1776-1850

Transitional Period

  • Did not become popular until after 1874
  • Normalcy driven by "Kalamazoo Case"

(Ornstein, et al, 2013, p. 67)

  • In 1900, low number attended high schools
  • U.S. did not mimic European dual system

(Ornstein, et al, 2013, p. 67)

  • Eventually served both "terminal" and "college-preparatory" students

(Ornstein, et al, 2013, p. 67, 69)

1893-1918

Three Committees to Determine Schools' Curricula

  • An era of liberty and freedom woven into education
  • Federal government gives states land for schools
  • Religious influence reduced in curriculum

Flexner

Harris and Eliot

  • Supporter of modern curriculum
  • science
  • industry
  • civics
  • aesthetics
  • Removal of Latin
  • Morality, citizenship, and common schools (Harris)
  • Track children based on abilities (Eliot)
  • Began a movement to reformulate higher education (Eliot)

William Harris

Charles Eliot

(Ornstein, et al, 2013, p. 72-73)

(Ornstein, et al, 2013, p. 74-75)

us-education.net/987-harris-william-torrey-18351909.html

www.britannica.com/biography/Charles-William-Eliot

Educators of the Transitional Period

Thomas Jefferson

The Committee of Fifteen

Committee on College Entrance

  • Influenced by Eliot and Harris
  • Strict teacher authority
  • Created the current norm of compartmentalization

Dewey

Judd

  • Consisted of college presidents
  • Strengthen the college-prep aspect of high school
  • Credits that are still used today
  • Democracy and Education
  • Study of any subject can promote learning
  • Science--rational inquiry
  • Colleague of Dewey
  • Prepare to deal with problems--not just gain knowledge
  • Science and math can be applied to everyday life

(Ornstein, et al, 2013, p. 75)

(Ornstein, et al, 2013, p. 75-76)

(Ornstein, et al, 2013, p. 70)

The Committee of Ten

  • Identified specific subjects for high school curriculum
  • Tracked pre-college into one program and non-college-bound into another

Noah Webster

Dr. Benjamin Rush

(Ornstein, et al, 2013, p. 70)

www.history.com/topics/us-presidents/thomas-jefferson

  • Encouraged U.S. to be independent thinkers
  • Coined phrase "American English"
  • Wrote spelling and reading books
  • The American Dictionary

www.noahwebsterhouse.org/discover/noah-webster-history.htm

(Ornstein, et al, 2013, p. 60)

Developed an education plan that benefited economically disadvantaged students

Believed in educating a democratic society

(Ornstein, et al, 2013, p. 59)

www.archives.upenn.edu/people/1700s/rush_benj.html

Modern Curriculum

Vocational Education

  • Classics are not necessarily of more value
  • Aimed at making "good thinkers"

(Ornstein, et al, 2013, p. 74)

  • Smith-Hughes Act of 1917
  • Debate of the Middle Class Bias
  • Outdated, needs revamping

(Ornstein, et al, 2013, p. 73-74)

Ideas of the Transitional Period

Outlined a plan for free elementary schools,academies, and colleges

Movement away from Greek and Latin to the sciences

Reorganization of Secondary Education

(Ornstein, et al, 2013, p. 59)

  • The whole child
  • Classical literature not frequent
  • Decline of traditional education

(Ornstein, et al, 2013, p. 76)

Ornstein, A.C. & Hunkins, F. (2013). Curriculum: Foundations, principles, and issues (6th ed.). Boston: Pearson.

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