The History of Education Part 70

Between 1828 and 1838 a number of conventions of friends of free public schools were held in the State, and much work in the nature of propaganda was done. At a convention in 1838 a committee was appointed to prepare an "Address to the People of New Jersey" on the educational needs of the State (R. 320), and speakers were sent over the State to talk to the people on the subject. The campaign against the pauper school had just been fought to a conclusion in Pennsylvania, and the result of the appeal in New Jersey was such a popular manifestation in favor of free schools that the legislature of 1838 inst.i.tuted a partial state school system. The pauper-school laws were repealed, and the best features of the short-lived Law of 1829 were reenacted. In 1844 a new state const.i.tution limited the income of the permanent state school fund exclusively to the support of public schools.

With the pauper-school idea eliminated from Pennsylvania and New Jersey, the North was through with it. The wisdom of its elimination soon became evident, and we hear little more of it among Northern people. The democratic West never tolerated it. It continued some time longer in Maryland, Virginia, and Georgia, and at places for a time in other Southern States, but finally disappeared in the South as well in the educational reorganizations which took place following the close of the Civil War.

III. THE BATTLE TO MAKE THE SCHOOLS ENTIRELY FREE

THE SCHOOLS NOT YET FREE. The rate-bill, as we have previously stated, was an old inst.i.tution, also brought over from England, as the term "rate"

signifies. It was a charge levied upon the parent to supplement the school revenues and prolong the school term, and was a.s.sessed in proportion to the number of children sent by each parent to the school. In some States, as for example Ma.s.sachusetts and Connecticut, its use went back to colonial times; in others it was added as the cost for education increased, and it was seen that the income from permanent funds and authorized taxation was not sufficient to maintain the school the necessary length of time. The deficiency in revenue was charged against the parents sending children to school, _pro rata_, and collected as ordinary tax-bills (R. 321). The charge was small, but it was sufficient to keep many poor children away from the schools.

The rising cities, with their new social problems, could not and would not tolerate the rate-bill system, and one by one they secured special laws from legislatures which enabled them to organize a city school system, separate from city-council control, and under a local "board of education." One of the provisions of these special laws nearly always was the right to levy a city tax for schools sufficient to provide free education for the children of the city.

[Ill.u.s.tration: FIG. 202. THE NEW YORK REFERENDUM OF 1850 Total vote: For free schools, 17 counties and 209,346 voters; against free schools, 42 counties and 184,308 voters.]

THE FIGHT AGAINST THE RATE-BILL IN NEW YORK. The attempt to abolish the rate-bill and make the schools wholly free was most vigorously contested in New York State, and the contest there is most easily described. From 1828 to 1868, this tax on the parents produced an average annual sum of $410,685.66, or about one half of the sum paid all the teachers of the State for salary. While the wealthy districts were securing special legislation and taxing themselves to provide free schools for their children, the poorer and less populous districts were left to struggle to maintain their schools the four months each year necessary to secure state aid. Finally, after much agitation, and a number of appeals to the legislature to a.s.sume the rate-bill charges in the form of general state taxation, and thus make the schools entirely free, the legislature, in 1849, referred the matter back to the people to be voted on at the elections that autumn. The legislature was to be thus advised by the people as to what action it should take. The result was a state-wide campaign for free, public, tax-supported schools, as against partially free, rate-bill schools.

The result of the 1849 election was a vote of 249,872 in favor of making "the property of the State educate the children of the State," and 91,952 against it. This only seemed to stir the opponents of free schools to renewed action, and they induced the next legislature to resubmit the question for another vote, in the autumn of 1850.

The result of the referendum of 1850 is shown on the map on page 685. The opponents of tax-supported schools now mustered their full strength, doubling their vote in 1849, while the majority for free schools was materially cut down. The interesting thing shown on this map was the clear and unmistakable voice of the cities. They would not tolerate the rate- bill, and, despite their larger property interests, they favored tax- supported free schools. The rural districts, on the other hand, opposed the idea.

THE RATE-BILL IN OTHER STATES. These two referenda virtually settled the question in New York, though for a time a compromise was adopted. The state appropriation for schools was very materially increased, the rate- bill was retained, and the organization of "union districts" to provide free schools by local taxation where people desired them was authorized.

Many of these "union free districts" now arose in the more progressive communities of the State, and finally, in 1867, after rural and other forms of opposition had largely subsided, and after almost all the older States had abandoned the plan, the New York legislature finally abolished the rate-bill and made the schools of New York entirely free.

The dates for the abolition of the rate-bill in the other older Northern States were:

1834. Pennsylvania. 1867. New York.

1852. Indiana. 1868. Connecticut.

1853. Ohio. 1868. Rhode Island.

1855. Illinois. 1869. Michigan.

1864. Vermont. 1871. New Jersey.

The New York fight of 1849 and 1850 was the pivotal fight; in the other States it was abandoned by legislative act, and without a serious contest.

In the Southern States free education came with the educational reorganizations following the close of the Civil War.

IV. THE BATTLE TO ESTABLISH SCHOOL SUPERVISION

BEGINNINGS OF STATE CONTROL. The great battle for state schools was not only for taxation to stimulate their development where none existed, but was also indirectly a battle for some form of state control of the local systems which had already grown up. The establishment of permanent state school funds by the older States, to supplement any other aid which might be granted, also tended toward the establishment of some form of state supervision and control of the local school systems. The first step was the establishment of some form of state aid; the next was the imposing of conditions necessary to secure this state aid.

State oversight and control, however, does not exercise itself, and it soon became evident that the States must elect or appoint some officer to represent the State and enforce the observance of its demands. It would be primarily his duty to see that the laws relating to schools were carried out, that statistics as to existing conditions were collected and printed, and that communities were properly advised as to their duties and the legislature as to the needs of the State. We find now the creation of a series of school officers to represent the State, the enactment of new laws extending control, and a struggle to integrate, subordinate, and reduce to some semblance of a state school system the hundreds of little community school systems which had grown up.

THE FIRST STATE SCHOOL OFFICERS. The first American State to create a state officer to exercise supervision over its schools was New York, in 1812. In enacting the new law [8] providing for state aid for schools the first State Superintendent of Common Schools in the United States was created. So far as is known this was a distinctively American creation, uninfluenced by the practice in any other land. It was to be the duty of this officer to look after the establishment and maintenance of the schools throughout the State. [9] Maryland created the office in 1826, but two years later abolished it and did not re-create it until 1864. Illinois directed its Secretary of State to act, _ex officio_, as Superintendent of Schools in 1825, as did also Vermont in 1827, Louisiana in 1833, Pennsylvania in 1834, and Tennessee in 1835. Illinois did not create a real State Superintendent of Schools, though, until 1854, Vermont until 1845, Louisiana until 1847, Pennsylvania until 1857, or Tennessee until 1867. The first States to create separate school officials who have been continued to the present time were Michigan and Kentucky, both in 1837.

Often quite a legislative struggle took place to secure the establishment of the office, and later on to prevent its abolition.

[Ill.u.s.tration: FIG. 203. STATUS OF SCHOOL SUPERVISION IN THE UNITED STATES BY 1861 For a list of the 28 City Superintendencies established up to 1870, see Cubberley's _Public School Administration_, p. 58. For the history of the state educational office in each State see Cubberley and Elliott, _State and County School Administration, Source Book_, pp. 283-87.]

By 1850 there were _ex-officio_ state school officers in nine and regular school officers in seven of the then thirty-one States, and by 1861 there were _ex-officio_ officers in nine and regular officers in nineteen of the then thirty-four States, as well as one of each in two of the organized Territories. The above map shows the growth of supervisory oversight by 1861--forty-nine years from the time the first American state school officer was created. The map also shows the ten of the thirty-four States which had, by 1861, also created the office of County Superintendent of Schools, as well as the twenty-five cities which had, by 1861, created the office of City Superintendent of Schools. Only three more cities--Albany, Washington, and Kansas City--were added before 1870, making a total of twenty-eight, but since that date the number of city superintendents has increased to something like fourteen hundred to-day.

THE FIRST STATE BOARD OF EDUCATION. Another important form for state control which was created a little later was the State Board of Education, with an appointed Secretary, who exercised about the same functions as a State Superintendent of Schools. This form of organization first arose in Ma.s.sachusetts, in 1837, in an effort to subordinate the district schools and reduce them to a semblance of an organized system. In 1826 each town (township) had been required to appoint a School Committee (School Board) to exercise general supervision over its schools, in 1834 the state permanent school fund was created, and in 1837 the reform movement reached its culmination in the creation of the first real State Board of Education in the United States. Instead of following the usual American practice of the time, and providing for an elected State School Superintendent, Ma.s.sachusetts provided for a small appointed State Board of Education which in turn was to select a Secretary, who was to act in the capacity of a state school officer and report to the Board, and through it to the legislature and the people. Neither the Board nor the Secretary were given any powers of compulsion, their work being to investigate conditions, report facts, expose defects, and make recommendations as to action to the legislature. The permanence and influence of the Board thus depended very largely on the character of the Secretary it selected.

HORACE MANN THE FIRST SECRETARY. A prominent Brown University graduate and lawyer in the State Senate, by the name of Horace Mann (1796-1859), who as president of the Senate had been of much a.s.sistance in securing pa.s.sage of the bill creating the State Board of Education, was finally induced by the Governor and the Board to accept the position of Secretary. Mr. Mann now began a most memorable work of educating public opinion, and soon became the acknowledged leader in school organization in the United States. State after State called upon him for advice and counsel, while his twelve annual Reports to the State Board of Education will always remain memorable doc.u.ments. Public men of all cla.s.ses--lawyers, clergymen, college professors, literary men, teachers--were laid under tribute and sent forth over the State explaining to the people the need for a reawakening of educational interest in Ma.s.sachusetts. Every year Mr. Mann organized a "campaign," to explain to the people the meaning and importance of general education. So successful was he, and so ripe was the time for such a movement, that he not only started a great common school revival in Ma.s.sachusetts which led to the regeneration of the schools there, but one which was felt and which influenced development in every Northern State.

His twelve carefully written _Reports_ on the condition of education in Ma.s.sachusetts and elsewhere, with his intelligent discussion of the aims and purposes of public education, occupy a commanding place in the history of American education, while he will always be regarded as perhaps the greatest of the "founders" of our American system of free public schools.

No one did more than he to establish in the minds of the American people the conception that education should be universal, non-sectarian, and free, and that its aim should be social efficiency, civic virtue, and character, rather than mere learning or the advancement of sectarian ends.

Under his practical leadership an unorganized and heterogeneous series of community school systems was reduced to organization and welded together into a state school system, and the people of Ma.s.sachusetts were effectively recalled to their ancient belief in and duty toward the education of the people.

HENRY BARNARD IN CONNECTICUT AND RHODE ISLAND. Almost equally important, though of a somewhat different character, was the work of Henry Barnard (1811-1900) in Connecticut and Rhode Island. A graduate of Yale, and also educated for the law, he turned aside to teach and became deeply interested in education. The years 1835-37 he spent in Europe studying schools, particularly the work of Pestalozzi's disciples. On his return to America he was elected a member of the Connecticut legislature, and at once formulated and secured pa.s.sage of the Connecticut law (1839) providing for a State Board of Commissioners for Common Schools, with a Secretary, after the Ma.s.sachusetts plan. Mr. Barnard was then elected as its first Secretary, and reluctantly gave up the law and accepted the position at the munificent salary of $3 a day and expenses. Until the legislature abolished both the Board and the position, in 1842, he rendered for Connecticut a service scarcely less important than the better-known reforms which Horace Mann was at that time carrying on in Ma.s.sachusetts.

[Ill.u.s.tration: PLATE 17. TWO LEADERS IN THE EDUCATIONAL AWAKENING IN THE UNITED STATES.

HORACE MANN (1796-1859) (From the painting at the Westfield, Ma.s.sachusetts, Normal School)

HENRY BARNARD (1811-1900)]

In 1843 he was called to Rhode Island to examine and report upon the existing schools, and from 1845 to 1849 acted as State Commissioner of Public Schools there, where he rendered a service similar to that previously rendered in Connecticut. In addition he organized a series of town libraries throughout the State. For his teachers' inst.i.tutes he devised a traveling model school, to give demonstration lessons in the art of teaching. From 1851 to 1855 he was again in Connecticut, as princ.i.p.al of the newly established state normal school and _ex-officio_ Secretary of the Connecticut State Board of Education. He now rewrote the school laws, increased taxation for schools, checked the power of the districts, there known as "school societies," and laid the foundations of a state system of schools. The work of Mann and Barnard had its influence throughout all the Northern States, and encouraged the friends of education everywhere.

Almost contemporaneous with them were leaders in other States who helped fight through the battles of state establishment and state organization and control, and the period of their labors has since been termed the period of the "great awakening."

V. THE BATTLE TO ELIMINATE SECTARIANISM

THE SECULARIZATION OF AMERICAN EDUCATION. The Church, it will be remembered, was from the earliest colonial times in possession of the education of the young. Not only were the earliest schools controlled by the Church and dominated by the religious motive, but the right of the Church to dictate the teaching in the schools was clearly recognized by the State. Still more, the State looked to the Church to provide the necessary education, and a.s.sisted it in doing so by donations of land and money. The minister, as a town official, naturally examined the teachers and the instruction in the schools. After the establishment of the National Government this relationship for a time continued. [10] New York and the New England States specifically set aside lands to help both church and school. After about 1800 these land endowments for religion ceased, but grants of state aid for religious schools continued for nearly a half-century longer. Then it became common for a town or city to build a schoolhouse from city taxation, and let it out rent-free to any responsible person who would conduct a tuition school in it, with a few free places for selected poor children. Still later, with the rise of the state schools, it became quite common to take over church and private schools and aid them on the same basis as the new state schools.

In colonial times, too, and for some decades into our national period, the warmest advocates of the establishment of schools were those who had in view the needs of the Church. Then gradually the emphasis shifted to the needs of the State, and a new cla.s.s of advocates of public education now arose. Still later the emphasis has been shifted to industrial and civic and national needs, and the religious aim has been almost completely eliminated. This change is known as the secularization of American education. It also required many a bitter struggle, and was accomplished in the different States but slowly. The two great factors which served to produce this change were:

1. The conviction that the life of the Republic demanded an educated and intelligent citizenship, and hence the general education of all in common schools controlled by the State; and

2. The great diversity of religious beliefs among the people, which forced tolerance and religious freedom through a consideration of the rights of minorities.

The secularization of education must not be regarded either as a deliberate or a wanton violation of the rights of the Church, but rather as an unavoidable incident connected with the coming to self-consciousness and self-government of a great people.

THE FIGHT IN Ma.s.sACHUSETTS. The educational awakening in Ma.s.sachusetts, brought on largely by the work of Horace Mann, was to many a rude awakening. Among other things, it revealed that the old school of the Puritans had gradually been replaced by a new and purely American type of school, with instruction adapted to democratic and national rather than religious ends. Mr. Mann stood strongly for such a conception of public education, and being a Unitarian, and the new State Board of Education being almost entirely liberal in religion, an attack was launched against them, and for the first time in our history the cry was raised that "The public schools are G.o.dless schools." Those who believed in the old system of religious instruction, those who bore the Board or its Secretary personal ill-will, and those who desired to break down the Board's authority and stop the development of the public schools, united their forces in this first big attack against secular education. Horace Mann was the first prominent educator in America to meet and answer the religious onslaught.

A violent attack was opened in both the pulpit and the press. It was claimed that the Board was trying to eliminate the Bible from the schools, to abolish correction, and to "make the schools a counterpoise to religious instruction at home and in Sabbath schools." The local right to demand religious instruction was insisted upon.

Mr. Mann felt that a great public issue had been raised which should be answered carefully and fully. In three public statements he answered the criticisms and pointed out the errors in the argument (R. 322). The Bible, he said, was an invaluable book for forming the character of children, and should be read without comment in the schools, but it was not necessary to teach it there. He showed that most of the towns had given up the teaching of the Catechism before the establishment of the Board of Education. He contended that any attempt to decide what creed or doctrine should be taught would mean the ruin of the schools. The attack culminated in the attempts of the religious forces to abolish the State Board of Education, in the legislatures of 1840 and 1841, which failed dismally. Most of the orthodox people of the State took Mr. Mann's side, and Governor Briggs, in one of his messages, commended his stand by inserting the following:

Justice to a faithful public officer leads me to say that the indefatigable and accomplished Secretary of the Board of Education has performed services in the cause of common schools which will earn him the lasting grat.i.tude of the generation to which he belongs.

THE ATTEMPT TO DIVIDE THE SCHOOL FUNDS. As was stated earlier, in the beginning it was common to aid church schools on the same basis as the state schools, and sometimes, in the beginnings of state aid, the money was distributed among existing schools without at first establishing any public schools. In many Eastern cities church schools at first shared in the public funds. In Pennsylvania church and private schools were aided from poor-law funds up to 1834. In New Jersey the first general school law of 1829 had been repealed a year later through the united efforts of church and private-school interests, who unitedly fought the development of state schools, and in 1830 and 1831 new laws had permitted all private and parochial schools to share in the small state appropriation for education.

After the beginning of the forties, when the Roman Catholic influence came in strongly with the increase in Irish immigration to the United States, a new factor was introduced and the problem, which had previously been a Protestant problem, took on a somewhat different aspect in the form of a demand for a division of the school funds. Between 1825 and 1842 the fight was especially severe in New York City. In 1825 the City Council refused to grant public money to any religious Society, [11] and in 1840 the Catholics carried the matter to the State Legislature.

The legislature deferred action until 1842, and then did the unexpected thing. The heated discussion of the question in the city and in the legislature had made it evident that, while it might not be desirable to continue to give funds to a privately organized corporation, to divide them among the quarreling and envious religious sects would be much worse.

The result was that the legislature created for the city a City Board of Education, to establish real public schools, and stopped the debate on the question of aid to religious schools by enacting that no portion of the school funds was in the future to be given to any school in which "any religious sectarian doctrine or tenet should be taught, inculcated, or practiced." Thus the real public-school system of New York City was evolved out of this attempt to divide the public funds among the churches.

The Public School Society continued for a time, but its work was now done, and, in 1853, surrendered its buildings and property to the City Board of Education and disbanded.

THE CONTEST IN OTHER STATES. As early as 1830, Lowell, Ma.s.sachusetts, had granted aid to the Irish Catholic parochial schools in the city, and in 1835 had taken over two such schools and maintained them as public schools. In 1853 the representatives of the Roman Catholic Church made a demand on the state legislature for a division of the school fund of the State. To settle the question once for all a const.i.tutional amendment was submitted by the legislature to the people, providing that all state and town moneys raised or appropriated for education must be expended only on regularly organized and conducted public schools, and that no religious sect should ever share in such funds. This measure failed of adoption at the election of 1853 by a vote of 65,111 for and 65,512 against, but was re-proposed and adopted in 1855. This settled the question in Ma.s.sachusetts, as Mann had tried to settle it earlier, and as New Hampshire had settled it in its const.i.tution of 1792, Connecticut in its const.i.tution of 1818, and Rhode Island in its const.i.tution of 1842.

Other States now faced similar demands, but no demand for a share in or a division of the public-school funds, after 1840, was successful. The demand everywhere met with intense opposition, and with the coming of enormous numbers of Irish Catholics after 1846, and German Lutherans after 1848, the question of the preservation of the schools just established as unified state school systems now became a burning one. Pet.i.tions for a division of the funds deluged the legislatures (R. 323), and these were met by counter-pet.i.tions (R. 324). Ma.s.s meetings on both sides of the question were held. Candidates for office were forced to declare themselves. Anti-Catholic riots occurred in a number of cities. The Native-American Party was formed, in 1841, "to prevent the union of Church and State," and to "keep the Bible in the schools." In 1841 the Whig Party, in New York, inserted a plank in its platform against sectarian schools. In 1855 the national council of the Know-Nothing Party, meeting in Philadelphia, in its platform favored public schools and the use of the Bible therein, but opposed sectarian schools. This party carried the elections that year in Ma.s.sachusetts, New Hampshire, Connecticut, Rhode Island, Maryland, and Kentucky.