Introduction
The present study summarizes the works of Spring (2010), The American School: A Global Context, and Anderson (1988), The Education of Blacks in the South, 1860-1935. The summary particularly focuses on chapters 4 to 8 of Spring’s book and chapters 1 to 5 of Anderson’s work. The study also examines the social movement of the 19th century that resulted in the current system of public education. The proponents of the system believed that in addition to academics, the education would prepare the young Americans for citizenship. The movement aimed at establishing a public education that would provide equal opportunities to every student in the country.
Spring’s Book
Spring’s book presents a comprehensive history of education in America. It provides alternative interpretations of each of the historical periods. The author highlights the influence of cultural domination and multiculturalism in U.S. schools and the schools position in the distribution of knowledge in the society. It also focuses on the impact of racism on the U.S. education history. In chapter 4, Spring discusses the Common School Movement. In chapter five, Spring underscores the reasons that led to the formation of the public school system. In chapter six, he explores the feminization of the teaching profession. Chapter 7 explains that the scholarly treatment of the Native and African Americans was contrary to the ideals of the common schools. Chapter 8 focuses on the development of the school as a key agency in society.
Anderson’s Book
Anderson’s book looks into the history of the black education between the periods of the Reconstruction and the Great Depression. At first, ex-slaves tried to establish a system of education that would enhance their emancipation. Their children, however, entered an industrial education system that pushed for black economic subordination. Initially, the white elites managed the content and structure of black education because the blacks lacked political and economic power. The blacks, however, continued with the struggle to establish a system of education that would meet their aspirations (Cheesborough, n. d.).
The Common School Movement
The movement to promote the common schools began in the 1830s. The schools expanded slowly into southern states. By the early twentieth century, the schools had become a significant component of the American culture. Horace Mann initiated the common school system of education because he believed that the social harmony and political stability of the country needed a comprehensive model of education (Cremin, 1957). He organized a reform movement that sought to establish a republican citizenry with the virtues needed to sustain the political institutions. Later, other reformers that were also pushing for the establishment of the common schools joined him. The reformers included James Carter, Henry Barnard (Payne, n. d.), and Samuel Lewis. The movement faced resistance from many Catholics who argued that the public schools were unacceptable and anti-Catholic. By the mid nineteenth century, however, political compromise and consensus led every state to adopt the public schools scheme. Some of the states that had rebelled against the system adopted racially segregated educational methods. In 1954, the Supreme Court declared that the segregation of schools was unconstitutional. Later decisions by the Court abolished practices such as the mandatory Bible reading in public schools.
Currently, although the Constitution places the responsibility of providing public education on the States, the federal government has increasingly participated in public schooling. National programs have focused on providing funds to enhance teacher training. Court action and legislation have also promoted national priorities in public education. The strategies have focused on the fight against discrimination in public schools. Since the 1980s, conservation forces have increased the federal support for student testing and educational standards.
Most Americans, however, believe that the public schools are open to all, devoid of expenses, and free of religious sectarianism. The State allows families to enroll children in private schools, but the percentage of students in the private schools is between 10 to 12 percent. The majority of American students, therefore, attend public schools. The figures represent the fulfillment of the significant policy decision reached by the northern states in the 1840s and later by the states in the southern part. The public schools movement, therefore, succeeded in establishing a universal education for the Americans.
Conclusion
The works of Anderson and Spring prove that the public education system in the United States has had a rough journey. Spring mentions that under the system, children studied a similar ideology. The government used the system in order to promote its policies and created agencies to oversee the running of the schools. Anderson explores the efforts of the ex-slaves to establish a system of education that would address their needs. Finally, the current study examines the common schools movement and the challenges it faced in its effort to ensure a universal method of education. The study argues that the debate concerning public schooling is still ongoing.
References
Anderson, J. D. (1988). The education of blacks in the south, 1860-1935. Chapel Hill, NC: The University of North Carolina Press.
Cheesborough, J. (n. d.). James D. Anderson. "The Education of Blacks in the South 1860-1935" (book review). Academia.edu. Retrieved from http://www.academia.edu/5313080/James_D._Anderson._The_Education_of_Blacks_in_the_South_1860-1935_book_review_
Cremin, L. (1957). The republic and the school: Horace Mann on the education of free men. New York, NY: Teachers College Press.
Payne, S. (n. d.). 19th century education. Retrieved from http://www.chesapeake.edu/library/EDU_101/eduhist_19thC.asp
Press TV (2014, June 10). Racial, class segregation dominant in US public schools. Retrieved from http://www.presstv.com/detail/2012/09/20/262707/racial-segregation-rampant-in-us-schools/
Spring (2010). The American school, a global context: from the Puritans to the Obama administration (8th ed). New York, NY: McGraw-Hill Higher Education.
