04/10/2023

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American Compulsory Schooling

WELL440; Professor Ruiz

Linda Hickling

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Introduction History

Timeline US Education Philosophy Prominent Leaders of Cause

Relevant Research

Alternatives

Support for Peaceful Non-Compliance Conscientious Parents Constitutional Administrators Whistleblowers

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Profile of American Citizenry US Census data 1850: 1 in 10 Illiterate 2012: US students are far out ranked:

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American Dream ???

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Critical Legislation 1642 Massachusetts…..”make certain their

charges could understand the principles of religion and laws of the commonwealth….”

1821 first public high school in Boston 1851 MA passes first compulsory law to

ensure that children of poor immigrants get "civilized" and learn obedience.

1826 MA & CT mandate local school committees be created

1827 MA mandates public high schools 1857 NEA created Review 1913 all states require school attendance 1917 NEA organizes students into 4 categories

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John Locke, British 1632-1704 the development of self-

discipline through esteem and disgrace rather than force or reward;

the significance of developing a good character; and

the importance of developing reason in a child by treating the child as a rational entity.

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 Inspired by Friedrich Froebel's kindergarten work in Germany, she opened the nation's first formal kindergarten in Boston in 1860. 

(1804-1894)Transcendentalist

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Friedrich Froebel 1782 - 1852 Friedrich Froebel, well before Darwin, not only held to cosmic evolution but saw education as a major element in that continuing process. For Froebel, the entire universe was a “…living, evolving organism, the unity of which is called God.” 

In the classic definition of German political thought, economist Karl Marx’ modern concept of social class emerged during the nineteenth century. Progressives sought to weed out inferiority by first separating lesser genetic populations.

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During the twentieth century, private interests drove education reform movements. From Chicago, Jane Addams built broad, elite support for an agenda of

ending child labor and increasing the years of mandatory schooling. Politicians and school

administrators implemented complex new evaluation systems to rank pupils. IQ tests

developed a so-called “social efficiency” agenda that consigned many female, non-white and working class

students to courses in non-academic, occupational directives. Tracking became the norm by 1932.

Testing, Ranking, Reform, Reporting

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PostCivil War1865-1899

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A Wish to Help

“HAVES”

“HAVE NOTS”

14Pre-Depression Era, 1900-1930

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Compulsory (Controversial ?) Education Laws: 1790 PA: State calls for education for

poor; wealthy will provide for their own 1805 NY: Lancasterian Model, discipline &

obedience as workers need 1817 Boston, MA: Taxes are contentiously

called for to fund public schools 1922 OR: Political (KKK initiative; Intended to shut

down Catholic Schools) mandate for all children to attend Public schools. Struck down 1925

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Lancasterian SocietyQui docet, discit - He who teaches, learns

The method of instruction and delivery is recursive. As one student learns the material he or she is rewarded for successfully passing on that information to the next pupil. This method is now commonly known as peer tutoring.

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Progressive Ideology

In order to make sure that the independence of the one-room schoolhouse and the penchant for communities to hire their own independent teachers would cease, the Carnegie group instituted the concept of "teacher certification" - a process controlled by the teaching colleges under Carnegie and Rockefeller control.

Americans were not aware that the Communist revolutions were funded from the United States. (Union Membership Dues)

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NEA’s Caste System 1917

College Preparatory

Business/Commercial Track

Vocational/Industrial/Agricultural/Home Economics

Modified Academic for “terminal students…”

The school as most of us know it, was an invention of the late 19th century. It was created to provide a skilled workforce for the new society. Mass education for mass manufacturing...

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Woodrow Wilson 1909

President of Princeton University, speaking to the New York City High School Teachers Association: “We want one class of persons to have a liberal education, and we want another class of persons, a very much larger class, of necessity, in every society, to forego the privilege of a liberal education and fit themselves to perform specific difficult manual tasks.”

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John Dewey, 1859 – 1952 Socialist

Visited the Soviet Union in 1928 and observed schools in the USSR. He based many of his recommendations for American education on the Soviet model.

Secretary Of Education“Humanists without a God” 1933 Humanist

Manifesto co-author

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"The second quarter of the nineteenth century may be said to have witnessed the battle for tax supported, publicly controlled and directed and non-sectarian common schools. In 1825 such schools were a distant hope of statesmen and reformers; in 1850 they were becoming an actuality in almost every Northern State. The twenty-five  years intervening marked a period of public agitation and educational propaganda; of many hard legislative fights; of a struggle to secure desired legislation, and then to hold what had been secured;  of may bitter contests with church and private school interests, which felt that their "vested rights" were being taken away from them; and of occasional referenda in which the people were asked, at the next election, to advise the legislature as to what to do. Excepting for the battle for the abolition of slavery, perhaps no question has been before the American people for settlement which caused so much feeling or aroused such bitter antagonism. Old friends and business associates parted company on the question, lodges were forced to taboo the subject to avoid disruptions, ministers and their congregations often quarreled over the question of free schools, and politicians avoided the topic. The friends of free schools were at first commonly regarded as fanatics, dangerous to the State, and the opponents of free schools were considered by them as old-time conservatives or as selfish members of society."

Ellwood P. Chubberly 1919

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1946 UNESCO World Organization of the Teaching Profession

 NEA-UN blueprint for "lifelong learning" calls for a world-wide system of global standards and manipulative programs that would conform human resources of every age to its totalitarian aims.

ONE WORLD ORDER (The bible warns of this.)

33rd President Harry S. Truman warned Americans of Communism as a threat

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LBJ’s War on Poverty, 1965 Elementary & Secondary Education Act Federal Government now provides funds

Not only is this unconstitutional, it creates bureaucracy and corruption.

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Department of Education Department of Health, Education & Welfare 1980 New Mega-Powerhouse Cabinet

Department

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Educational CHOICES outside Home

Private, Independent

Tuition Competitive Religious options Specialization Exclusivity

Public, Charter Competitive Transportation No Tuition Secular Convenience

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Educational Philosophies

• Judeo-Christian: Tradition of Self-Reliance

• Freesoil (Independence) vs. Mudsill (Subjugation)

• Progressivism: Evolutionary Bias

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15 FAMOUS PEOPLE WHO NEVER GRADUATED FROM GRADE SCHOOL: Andrew Carnegie, Charlie Chaplin, Buffalo Bill Cody, Noel Coward, Charles Dickens, Isadora Duncan, Thomas Edison, Samuel Gompers, Maksim Gorky, Claude Monet, Sean O’Casey, Alfred E. Smith, John Philip Sousa, Henry M. Stanley, Mark Twain

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1858: S.C. Senator

James Henry Hammond

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A. Lincoln 1859 Speech to Wisconsin Agricultural Society “……the goal of government planning

should be independent livelihoods”.

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Horace Mann, 1796-1859

Progressive Politician Educational Reformer

Secretary of MA Board of Education

1837, assures Board that the public schools will regularly use the Protestant Bible

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1791: Priority for Citizen’s Independence

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Support of Family Independence• Private Schools

- 1751 Ben Franklin Philadelphia Academy- Wealthy Parents Provide for Education- Children are Expected to Live at same Social Class Level

• Homeschooling TraditionFirst Settlers Educated Children atHomeNo Expectation of Help from Society

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“PERMISSIVE” ERA

During the stage, government permits the organization of public schools subject to the approval of local voters . Marked by complete parental authority

1642 - 1825

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“ENCOURAGING” ERA

During this stage, government explicitly encourages the establishment of school districts and raising of tax revenues to support them. However, government did not require the establishment of Schools. Marked by parental authority; children were not compelled to attend a public school.

1826 - 1850

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“COMPULSORY” ERA During this stage, government compels the establishment of school districts, taxation for government schools, curriculum and structure, and children’s school attendance. Marked by decline of parental authority; children of certain ages compelled to attend school. (For a brief period in some states, it was illegal for children to attend non-government schools, even if parents could afford to pay tuition.)

1855 - 1975

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COMMON CORE

Gates previously partnered with UNESCO to bring a master curriculum worldwide in his “Education For All” program.  Gates openly values extreme socialism and says that it’s much better than American constitutional government. Gates says, “We’ll only know this works when the curriculum and the tests are aligned to these standards.”

Pearson’s CEA is Sir Michael Barber, a man whose company colludes with governments worldwide in public-private-partnerships (soft fascism) and believes that children’s data should be gathered on a global scale.

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“FREEDOM OR SCHOOL CHOICE” ERA

During this stage, education options for children expand through homeschooling, vouchers, tuition tax credits, scholarship tax credits, education deductions, and charter schools. Marked by increased parental authority and options

1980 - present

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Homeschool History

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1 – Learning is more about self-discovery than dry textbooks.

2 – Creating a spark in our child is the driving factor – seeing it ignite – the reward.

3 – Socialization is a natural process that doesn’t require force.

4 – Learning gaps are pinholes in education, not canyons of ineptitude.

5 – Encouragement takes children places they never believed they could go. Criticism stops them dead in their tracks.

6 – Success doesn’t happen overnight, but a good attitude keeps you strong along the way.

7 – Keeping the schedule flexible prevents burnout for both parent and child.

8 – Freedom is a gift that should be used, never abused.

9 – Promote independence, even at an early age. Remember, life skills are as important, if not more, than subject mastery.

10 – Remember that anyone can teach. But awaken? That’s the prize.

HOMESCHOOLING PRINCIPLES

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PUBLIC PERCEPTION