There is a demand for the highest and most practical kind of education. Statesmen see that statesmen, citizens, are needed. The denominational colleges ceased to educate Christians, and citizens must be educated elsewhere. “In 1805 the Public School Society, of New York City, was formed; the claims of public primary education were urged in Boston in 1818; and New York provided for the county supervision of schools. Early in the nineteenth century were either introduced or else discussed the first high schools, manual training schools, and mechanics’ institutes, teachers’ associations, teachers’ publications, professional schools, and free public libraries.”
We have entered the third period.
XV
AMERICA AND THE EDUCATIONAL PROBLEM (Continued)
III. The Nineteenth Century
The problem of elementary preparatory education fell from the hands of the churches, and was taken up by the state. What is the character of that education which the state can rightfully support? A momentous question indeed; but before considering it, let us investigate the schools that the state has organized, and which it did, and still does, support. There was an urgent demand for liberal education, and several States appropriated lands toward a school fund. As early as 1786 “New York State set apart two lots in each township of the unoccupied lands, for ‘gospel and school purposes,’” and by a vote of about eighteen hundred, devoted the proceeds of half a million acres of vacant lands to the support of the common schools. Other States followed the same general plan, some in rapid succession, others more slowly. One thing was a settled fact,—the education of the common people, passed over by the churches, had been taken up by the government.
Horace Mann and the public schools
Under those circumstances it is not surprising that in 1837, Horace Mann, president of the Massachusetts Senate, interested himself in the subject of education. Of this man it is said, “Rarely have great ability, unselfish devotion, and brilliant success been so united in the course of a single life.” This man became the father of the public-school system of the United States, and began a work which long before should have been started by the popular churches of America. But it was neglected by them, and it will be profitable for us to watch the development of the grandest system of schools ever organized,—a system which, if the subject of Christian education could be dropped, and it be viewed alone from the standpoint of the politician, has brought the United States into prominence as an educational center among the nations of the world. However, since republicanism rests in the bosom of Protestantism, and Protestantism is cradled in Christian education, the moment the feature of Christian education is laid aside, and the system purports to be civil (but in fact it is never really that), that moment it loses its real vitality and genuine strength. But to return to Mr. Mann and his wonderful work.
The churches and public schools