Part 71 (1/2)
To settle the question in a final an to propose constitutional amendments to the people of their several States which forbade a division or a diversion of the funds, and these were al proposed No State adinia, failed to insert such a provision in its first state constitution [12]
VI
THE BATTLE TO ESTABLISH THE AMERICAN HIGH SCHOOL
The elementary or common schools which had been established in the different States, by 1850, supplied an elementary or common school education to the children of the masses of the people, and the primary schools which were added, after about 1820, carried this education doard to the needs of the beginners In the rural schools the American school of the 3 Rs provided for all the children, froeously partake of its instruction Education in advance of this co was in sees--in which a tuition fee was charged The next struggle came in the attempt to extend the systee, a more complete education than the common schools afforded
[Illustration: FIG 204 A TYPICAL NEW ENGLAND ACADEMY Pittsfield Academy, New Hampshi+re]
THE TRANSITION ACADEMY About the hteenth century a tendency manifested itself, in Europe as well as in A a more practical curriculum than the old Latin schools had provided In A of nationality, that the old Latin grammar-school type of instruction, with its lie- preparatory ends, holly inadequate for the needs of the youth of the land The result was the gradual dying-out of the Latin school and the evolution of the tuition Acadee 463
The acade the first half of the nineteenth century By 1800 there were 17 academies in Massachusetts, 36 by 1820, and 403 by 1850 By 1830 there were, according to Hinsdale, 950 incorporated academies in the United States, and lis, there were, of all kinds, 1007 acadeland, 1636 in the Middle Atlantic States, 2640 in the Southern States, 753 in the Upper Mississippi Valley States, and a total reported for the entire United States of 6085, with 12,260 teachers ereatest period of their developh they continued to dominate secondary education until 1850, and were very prominent until after the Civil War
CHARACTERISTIC FEATURES The most characteristic features of these academies were their semi-public control (R 325), their broadened curriculuious purpose, and the extension of their instruction to girls The Latin Grammar School was essentially a town free school, her education of certain of their ed to the early period of class education With the decline in zeal for education, after 1750, these tax-supported higher schools largely died out, and in their place private energy and benevolence caher education
One of the main purposes expressed in the endowment or creation of the academies was the establish value aside froe, particularly subjects of a ed conditions of society and governs rather than words about things, and useful things rather than subjects e, beca the ebra, astronoeneral history, United States history, English literature, surveying, intellectual philosophy, decla bound up with the colleges, as the earlier Latin graely been, the acade pupils who had co thees, the sciences, mathematics, history, and theout” their studies and preparing the professions They thus built upon instead of running parallel to the coraure 198, p 666) and hence clearly mark a transition froe-preparatory Latin grah school of to-day The acade to the lower schools the best-educated teachers of the tirammar school, too, had been maintained exclusively for boys Girls had been excluded as ”Improper & inconsistent w'th such a Grane of this Settlem't”
The new academies soon reversed this situation Alirls as well as boys, and in time many became co-educational In New York State alone 32 academies were incorporated between 1819 and 1853 with the prefix ”Female” to their title In this respect, also, these institutions forh school The higher education of women in the United States clearly dates from the establishment of the academies Troy (New York) Seminary, founded by Emma Willard, in 1821, and Mt Holyoke (Massachusetts) Seh not the first institutions for girls, were nevertheless iher education of women
THE DEMAND FOR HIGHER SCHOOLS The different -up of free public-school systems in the cities and States, which we have described in this and the preceding chapter, and which became clearly defined in the Northern States after 1825, came just at the time when the Academy had reached its eneral taxation for education, the elimination of the rate-bill by the cities and later by the States, the establish native evolution, and the complete establishment of public control over the entire ele the semi-private tuition academy into question Many asked why not extend the public-school systeher education for all in one common state- supported school [15]
The demand for an upward extension of the public school, which would provide academy instruction for the poor as well as the rich, and in one coher school, now rammar school had represented the educational needs of a society based on classes, and the acaderowth of ademocracy of the second quarter of the nineteenth century now deh school, supported by the public and equally open to all, to meet the educational needs of a new society built on the basis of a new and aggressive democracy Where, too, the academy had represented in a way a ood of the people (Rs 319, 325)--the high school on the other hand represented a cooperative effort on the part of the people to provide so for themselves
[Illustration: FIG 205 THE DEVELOPMENT OF SECONDARY SCHOOLS IN THE UNITED STATES The transitional character of the Acaderah school in the United States was established in Boston, in 1821 (R 326) For three years it was known as the ”English Classical School” (R 327), but in 1824 the school appears in the records as the ”English High School” In 1826 Boston also opened the first high school for girls, but abolished it in 1828, due to its great popularity, and instead extended the course of study for girls in the elementary schools
[Illustration: FIG 206 THE FIRST HIGH SCHOOL IN THE UNITED STATES Established at Boston in 1821]
THE MassACHUSETTS LAW OF 1827 Though Portland, Maine, established a high school in 1821, Worcester, Massachusetts, in 1824, and New Bedford, Haverhill, and Sale the Boston idea, the real beginning of the Ah school as a distinct institution dates froh the influence of Jaislation in Massachusetts, and deeply influenced developnificant in that it required a high school in every town having 500 faht United States history, bookkeeping, algebra, geo 4000 inhabitants or over, instruction in Greek, Latin, history, rhetoric, and logic must be added A heavy penalty was attached for failure to comply with the law In 1835 the laas ah school as well
This Boston and Massachusetts legislation clearly initiated the public high-school movement in the United States It was there that the new type of higher school was founded, there that its curriculum was outlined, there that its standards were established, and there that it developed earliest and best
THE STRUGGLE TO ESTABLISH AND MAINTAIN HIGH SCHOOLS The developh school, even in its hoh schools had been established in Massachusetts, and not more than an equal number in the other States The Academy was the dominant institution, the cost of maintenance was a factor, and the sah schools was manifested as was earlier shoard the establishislation, as had been the case with the common schools, was nearly always permissive and not mandatory Massachusetts forard The support for the schools had to come practically entirely frole to establish andtianda and patient effort were required, and, after the establishh school in a community, constant watchfulness was necessary to prevent its abandonment (R 329)
[Illustration: FIG 207 HIGH SCHOOLS IN THE UNITED STATES BY 1860 Based on the table given in the _Report of the United States Commissioner of Education_, 1904, vol II, pp 1782-1989 This table is only approximately correct, as exact inforh schools by 1860, and all but 35 of these were in the States shown on the above map There were two schools in California and three in Texas, and the remainder not shoere in the Southern States
Of the 321 high schools reported, over half (167) were in the three States of Massachusetts (78), New York (41), and Ohio (48)]
Infor the establishh schools was attacked in the courts One of the clearest cases of this caan, in a test case appealed from the city of Kalamazoo, and commonly known as the Kalamazoo case The opinion of the Supreme Court of the State (R 330) was so favorable and so positive that this decision deeply influenced development in alle to establish and h schools in Massachusetts and New York preceded the development in most other States, because there the common school had been established earlier In consequence, the struggle to extend and complete the public-school system came there earlier also The development was likewise more peaceful there, and cae part a result of the educational awakening started by James G Carter and Horace Mann In New York it was due to the early support of Governor De Witt Clinton, and the later encourageents of the University of the State of New York Maine, Vermont, and New Hampshi+re were like Massachusetts in spirit, and followed closely its example In Rhode Island and New Jersey, due to old conditions, and in Connecticut, due to the great decline in education there after 1800, the high school developed much more slowly, and it was not until after 1865 that any marked development took place in these States The deh schools as soon as cities developed and the needs of the population warranted In the South the h- school development dates froh school has been accepted as a part of the state common- school systeinally provided for the coh school as well The new States of the West have based their legislation largely on what the Eastern and Central States earlier fought out
VII THE STATE UNIVERSITY CROWNS THE SYSTEM
THE COLONIAL COLLEGES The earlier colleges--Harvard, Williaovernments of the earlier colonial period, and continued to retain so of nationality As it early becaence on the part of its citizens, that the leaders of dehly educated, and that the character of collegiate instruction must ultily es or create new ones, the final outcome of which was the creation of state universities in all the new and in most of the older States The evolution of the state university, as the crowning head of the free public school system of the State, represents the last phase which we shall trace of the struggle of democracy to create a system of schools suited to its peculiar needs
The close of the colonial period found the Colonies possessed of nine colleges These, with the dates of their foundation, the Colony founding theious denomination they chiefly represented were: