“Father of Public School”- Influence on American Public Education PDF

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This essay takes a look at some of the major contributions to the field of education as well as some of his philosophical viewpoints in the 1800s....

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“Father of Public School”: Influence on American Public Education

Horace Mann was deemed the title of the “father of public school.” Coming from a poor background, Mann wanted all children of all backgrounds to be offered free education. He saw schools as a place for children to have a broad and balanced educational experience. Horace Mann’s vision for schools went far beyond intellectual goals; he wished for students to gain skills that would allow for them to make intelligent decisions for moral judgement. Having students meet one educational goal was not in his mindset, though they did give an oral exam at the end of the year to show what they had learned. There was no such thing as passing or failing in Mann’s schools, only progression. The principles and ideas that Horace Mann aimed for in the public education world can mostly be found and effective in the classroom today. According to Biography.com, Horace Mann wanted all education in public schools to not be based upon one religion or political belief, nonsectarian if you will (Biography.com). Horace Mann broadly cited that "A human being is not attaining his full heights until he is educated”. Although the majority of his work directly impacted the schools in his home state of Massachusetts, his influence can still be seen in the American public education system today. His most notable contributions include establishing a state board of education and serving on that board for over a decade, writing reports that influenced educational legislation and practice throughout the nation, and helped increase public support and awareness for public education (Webb & Metha, 2017). Major events that occurred during Mann’s lifetime included a lot of the establishment of the United States, such as new states joining the nation, and different wars such as the War of 1812. Although the public education system had been in place for many decades at this point, Mann helped to improve schools and materials, increase funding, and improve teacher training and salary (Webb & Metha, 2017). Overall Mann influenced education in a very positive way over his lifetime. According to the textbook, “Mann asserted that education was the right of every child and that it was the state’s responsibility to ensure that every child was provided an education” (Webb & Metha,

2017, p.136). His work led to the increased awareness of the importance of education. Because of him, education became His influence can still be seen today many of the education legislation that has been passed. The United States has also maintained that belief that every child has a right to education and continues to work on providing the best education possible to each child in America. This so seriously has so much significance (Horace Mann, 1796). This statement's weight can't be enfeebled. Two centuries down the line, this statement is still demonstrated genuine. Two or three reasons are behind the reality of this statement. One, for example, is the premise of a productive life is instruction. As platitude as it sounds, this is past valid. Each person who at any point made it throughout everyday life, in connection to scholastic related professions, training was based in guaranteeing their prosperity. Basic and optional schools have an educational module that sets a base to every one of the perspectives that would influence a person. A large portion of these subjects are a necessity to move on from either dimension of tutoring or this demonstrates how urgent scholastics are. Unlock Horace Mann, a pioneer in Public Education in America, was born on May 4, 1796, in Franklin, Massachusetts. Graduating from Brown University in 1819, he taught there for two years, studied law, and was admitted to the Massachusetts bar in 1823. He entered the Massachusetts legislature in 1827 and served there for ten years, first as representative and then senator. In 1837, he was secretary to the newly created Massachusetts Board of Education. He resigned from the legislature, withdrew from his legal practice, and devoted himself to his new position for the next decade. He found the public schools to be in deplorable state and worked to improve the buildings and the teachers who worked in them. He founded the "normal school" system in Massachusetts, which developed better prepared teachers. From 1848 to 1853, Mann served in Congress, taking the seat left empty upon the death of John Quincy Adams. There he continued legislative efforts on behalf of public education. He also spoke on the subject of Henry Clay's compromise resolutions in 1850. In a speech that he gave on February 15 of that year, he foreshadowed many of the

arguments that Lincoln would use in the Lincoln-Douglas Debates of 1858. Afterwards, he undertook the presidency of the newly established Antioch College in Ohio, in which capacity he served almost until his death on August 2, 1859. Horace Mann campaigned effectively for the principle that every child should be provided with an education at public expense. His insistence on the nonsectarian nature of that education put him at odds with many church leaders, who objected to the "godless" education that Mann recommended. Unlock Horace Mann, a pioneer in Public Education in America, was born on May 4, 1796, in Franklin, Massachusetts. Graduating from Brown University in 1819, he taught there for two years, studied law, and was admitted to the Massachusetts bar in 1823. He entered the Massachusetts legislature in 1827 and served there for ten years, first as representative and then senator. In 1837, he was secretary to the newly created Massachusetts Board of Education. He resigned from the legislature, withdrew from his legal practice, and devoted himself to his new position for the next decade. He found the public schools to be in deplorable state and worked to improve the buildings and the teachers who worked in them. He founded the "normal school" system in Massachusetts, which developed better prepared teachers. From 1848 to 1853, Mann served in Congress, taking the seat left empty upon the death of John Quincy Adams. There he continued legislative efforts on behalf of public education. He also spoke on the subject of Henry Clay's compromise resolutions in 1850. In a speech that he gave on February 15 of that year, he foreshadowed many of the arguments that Lincoln would use in the Lincoln-Douglas Debates of 1858. Afterwards, he undertook the presidency of the newly established Antioch College in Ohio, in which capacity he served almost until his death on August 2, 1859. Horace Mann campaigned effectively for the principle that every child should be provided with an education at public expense. His insistence on the nonsectarian nature of that education put him at odds with many church leaders, who objected to the "godless" education that Mann recommended....