"The Common School Reflection"

The Common School: 1770-1900



The common school was referred to schools that provided education for everyone, but limited to the working class. In the late eighteenth century, poverty was a huge issue for children who wanted an education. The most literate were wealthy, white boys whose parents had the funds to provide for the tuition. The economic status of the parents affected the opportunity for their children to attend school. A person's character defines an individual's mental state and personality. Unfortunately, income was a determination of a student's capability of gaining knowledge. During this time period, 1770-1900, educators established a guideline based on a child's socioeconomic status, solely to predict competence.


Although, charity schools were provided for the poor, the school system continued to demoralize their class. Income was sought as an issue. A majority of the population could not afford education hence free public schools were build all over the east coast locations, like New York City.  The important focus was to help these children develop into literal citizens who can be able to make decisions on their own in an democratic nation. It was not fair to direct children towards the track of following the footsteps of parents. The aspiration is to provide a better life for oneself and the family. "If a nation expects to be ignorant and free, it expects what never was and never will be" (Jefferson 25). Thomas Jefferson imposed that citizens have to know their rights and stay informed in order to be free. In order to become a united nation, citizens must choose what is right for their country and well-being.

The low-income children who attended the free public schools were sought out as just their own economic status. It left many unmotivated. As mentioned, "The dominant mode was represented by nondenominational charity schools and tract societies, which treated poverty as a defect of character, not a defect of the system " (Mondale 14).It not only discouraged them to continue schooling, but believe that there was something wrong with them. Society defined this assumption acceptable because no one prevented this idea of not being true. They viewed the academic process as a path to success to certain individuals, but not poor people. During that century, the population needed reminders that responsibility took place in household. In order to develop character, families disciplined their children for future expectations. 

The purpose of these new developments are provide the nation with educated and influential scholars. If the education system focused on helping students instead of praising someone's wealth then a majority of improvements would have occurred. These children had the urge to be encouraged by their peers and instructors to remind them to strive for educative accomplishments. As well, one of the most influential leaders, Thomas Jefferson, believed that becoming educated was a necessity. This was the beginning of many valuable lessons, and recognition of certain flaws in the school system. New issues have arise throughout the centuries, it just takes the right people to find a solution for all students.

Reference

Streep, M. Tyack, D. B., Bernard, S. C., Mondale, S., & Patton, S. B. (2001). School: The Story of American Public Education. Boston: Beacon Press.