Horace Mann Tenth Annual Report to the Secretary of the Massachusetts State Board of Education Lyrics The Pilgrim Fathers amid all their privations and dangers conceived the magnificent idea, not only of a universal, but of a free education for the whole people. To find the time and the means to reduce this grand conception to practice, they stinted themselves, amid all their poverty, to a still scantier pittance; amid all their toils, they imposed upon themselves still more burdensome labors; and amid all their perils, they braved still greater dangers. Two divine ideas filled their great hearts,--their duty to God and society. For the one they built the church, for the other they opened the school.
As families moved to take advantage of free land, the old educational patterns broke down, and new forms were generated. As a result, Americans began to delegate more and more educational responsibility to the schools.
The basic skills of reading, writing and arithmetic were just the start; over the decades society has assigned many other skills previously learned in the homes to be taught in schools. But aside from teaching knowledge and skills, reformers saw the schools as the logical place to inculcate democratic idealism.
In the s universal education was an idea held by only a few visionaries; within a generation, a majority of the states had bought into this idea.
Aside from abolition, no other reform movement of the Jacksonian era had such success, and the key figure was Horace Mann. Born in Massachusetts in a Calvinist small town, Mann had little formal education as a youth, but read a lot at the town library, where he learned enough to be admitted to Brown University.
After graduation in he taught for a while, studied law and then entered politics, where he soon became a rising star in the state assembly. Then inhe shocked family and friends by taking the job of secretary to the Massachusetts Commission to Improve Education later the State Board of Educationan agency with no money or control over local schools.
Between andMann became the best-known educator in America, and the best-known American educator throughout the world. His central thesis was essentially Jeffersonian--no republic can endure unless its citizens are literate and educated.
Moreover, he strongly believed, as did the Puritans of two centuries earlier, that education should be moralistic. But the United States in the s had a greater diversity in social and economic status, as well as in religious and moral values, than had Puritan New England two centuries earlier.
To this heterogeneity, Mann wanted to introduce the "common school"--that is, a school common to all the people, that would provide a common and unifying experience. This was a radical idea in the United States in the nineteenth century, and would be a radical idea in the rest of the world until after the Second World War.
Europe continued to have a dual school system, in which the more prosperous classes were placed on a track leading to a university education, while the children of the poor were directed toward simple vocational training. Mann wanted to eliminate the religious and class distinctions implicit in this dual system.
The common school would be commonly supported, commonly attended and commonly controlled; its ultimate goal would be sociological and national unity.
There were no limitations, at least in his mind, to what the common school could do. He believed that the traditional curriculum could be universalized, and that culture, hitherto reserved for the upper classes, could be democratized.
Unlike Jefferson, he did not believe that education by itself was a virtue. Its value lay in the benefits it brought to society as well as to the individual.
In the sections that follow, taken from his last Annual Report, Mann summed up his views on how an educated populace would avoid the social and economic divisions of the Old World, and how educated citizens would ensure the triumph of democratic government.
Jonathan Messerli, Horace Mann: A Biography ; Lawrence A. By means of early education, these embryos of talent may be quickened, which will solve the difficult problems of political and economical law; and by them, too, the genius may be kindled which will blaze forth in the Poets of Humanity.
Our schools, far more than they have done, may supply the Presidents and Professors of Colleges, and Superintendents of Public Instruction, all over the land; and send, not only into our sister states, but across the Atlantic, the men of practical science, to superintend the construction of the great works of art.
Here, too, may those judicial powers be developed and invigorated, which will make legal principles so clear and convincing as to prevent appeals to force; and, should the clouds of war ever lower over our country, some hero may be found,--the nursling of our schools, and ready to become the leader of our armies,--that best of all heroes, who will secure the glories of a peace, unstained by the magnificent murders of the battle-field.
Without undervaluing any other human agency, it may be safely affirmed that the Common School, improved and energized, as it can easily be, may become the most effective and benignant of all the forces of civilization. Two reasons sustain this position. In the first place, there is a universality in its operation, which can be affirmed of no other institution whatever.
If administered in the spirit of justice and conciliation, all the rising generation may be brought within the circle of its reformatory and elevating influences. And, in the second place, the materials upon which it operates are so pliant and ductile as to be susceptible of assuming a greater variety of forms than any other earthly work of the Creator.
The inflexibility and ruggedness of the oak, when compared with the lithe sapling or the tender germ, are but feeble emblems to typify the docility of childhood, when contrasted with the obduracy and intractableness of man.Horace Mann Educators Corporation, through its subsidiaries, markets and underwrites personal lines of property and casualty insurance, retirement annuities, and life insurance in the United States.
Tenth Annual Report to the Secretary of the Massachusetts State Board of Education () Lyrics: The Pilgrim Fathers amid all their privations and dangers conceived the magnificent idea, not only.
Horace Mann’s 12th Annual Report Essay Sample. As a rationale for his support of public education, Horace Mann, as the Secretary of the Mass.
State Board of Education, wrote his 12th Annual Report. This report was based upon his own theories and ideas of education. Mann's only instrument was the Annual Report he wrote, in which he set forth his vision of what education should be in a free society.
Between and , Mann became the best-known educator in America, and the best-known American educator throughout the world. Mann portrays the glory of education in grand, almost heroic terms.
He is speaking specifically about the 12 experiment of Common Schools. it may become the most effective and benign of . As a rationale for his support of public education, Horace Mann, as the Secretary of the Mass.
State Board of Education, wrote his 12th Annual Report. This report was based upon his own theories and ideas of education.