Horace Mann, often called the Father of the Common School, began his career as a lawyer and legislator. When he was elected to act as Secretary of the newly-created Massachusetts Board of Education in , he used his position to enact major educational reform.
Horace Mann was an American reformer of education who lived from Through this the samaj he opposed idolatry and denounced the caste system. Satyashodhak Samaj campaigned for the spread of rational thinking and rejected the need for priests. Phule established Satyashodhak Samaj with the ideals of human well-being, happiness, unity, equality, and easy religious principles and rituals. He worked hard to eradicate untouchability and the caste system and also put major efforts to educate women and lower castes.
Jyotirao Phule supported education for girls. He established schools for girls in Maharashtra. He also advocated for caste equality. He opposed any type of slavery gulamgiri not only in India but also in the USA.
It explores Brahminical supremacy and hegemonies in the social structure of Indian society. He wrote this book in for the downtrodden section to make them aware of the oppression in Indian caste system.
Jyotirao Govindrao Phule Mahatma was born in Pune,was a great social reformer. He dedicated his book Gulamgiri to the American movement to free slaves, he linked the conditions of the black slaves in America with those of the lower castes in India.
It revolves around the lower caste people in India, who experience a miserabl; e life, doomed like the slaves of America for whom at least American Movement was triggered to free the shackeles of slavery. The struggle for common schools in Massachusetts defined the parameters of the free school movement for decades to come. Though Mann engaged in reforms such as temperance and the treatment of the insane, the perfection of the common school concept occupied his waking hours for the rest of his life.
Mann argued that all citizens, regardless of race or economic status, should have equal access to a tuition-free, tax-supported public school system. Such a system must be responsive to all races and nonsectarian if society is to achieve the unshackled status of a true democracy.
Mann knew he had to convince the entire state that the common school system was desirable and worth the increased tax revenue. Mann's tour of the state's schools concluded with Salem, the town where Mary Peabody was teaching. Once more, he pleaded for a statewide system of tuition-free education that would, he claimed, break down the troubling hierarchy of class in American society.
Mann had spent months on tour, and much of what he had encountered discouraged him. Revenue would have to be raised to build adequate schools and staff them with learned teachers.
There was the problem of poor versus wealthy districts; and that of the poor counties' being able to offer an education comparable to that of wealthy counties. Inadequate instruction troubled Mann as much as broken-down school buildings. He contemplated teacher training academies, called normal schools, as a solution.
Required by state law to make an annual report to the legislature on the condition of the state's school districts and programs, Mann turned the legal mandate into a yearly treatise on educational philosophy and methods.
His annual reports became his platform for launching new programs and educating the public on new ideas in pedagogy. He explored new ideas in school design and the teaching of reading by words rather than by alphabet letters. Simple instruction in daily hygiene was emphasized along with more interesting ways of teaching science. Mann saw education as the uniting force to bring understanding and toleration between factions of the populace, as well as between the various states themselves.
One novel idea Mann put forth was that teachers should gather together periodically to share ideas. Mann developed the special teacher training colleges that he called normal schools. Instruction expertise rose yearly because the normal schools graduated capable teachers and eliminated the unfit.
With teaching skills garnered from the normal school programs, teachers looked forward to a higher pay scale. Horace Mann was certain that better schools coupled with compulsory education would cure the ills of society.
Traditional education did not vanish quickly in Massachusetts, however. Many found that curriculum and instruction varied little from content and materials of their grandparents' time. Mann recalled the small library he had known while growing up. He believed that every child should have that advantage, so he set up a library expansion program. Mann also liked the German kindergarten idea that his confidant, Mary Peabody, espoused.
Mary's sister, Sophia, had wed Nathaniel Hawthorne there a few months earlier. Horace wished to take a trip to Europe to visit common schools, so they settled upon that idea as their honeymoon. One person Mann wanted to meet in England was Charles Dickens, the social reformer and novelist. Dickens gave Mann and his wife a tour of London's wretched east side. The squalor was worse by far than anything Mann had seen in America.
The English schools did not impress Mann, either. Recitation and Anglican dogma dulled the student's appetite for intellectual stimulation. He was amazed that teachers talked in monotone voices and stood transfixed during lecture. The Manns traveled widely in England and on the continent. While touring the University of Berlin, Horace learned that Alexander von Humboldt had implemented a state certification process and written examinations for teachers.
Horace realized that this is what he must do in Massachusetts to eliminate the problem of incompetent teachers. Mann's seventh annual report to the board was written partly on the voyage home. The comparisons he made with European schools, especially German schools, offended school administrators.
Critics questioned Mann's credentials to lead school reform. Mann stood his ground for five more years and continued to bring uniformity to programs and quality of instruction.
Mann saw revenue for education rise precipitously over the twelve years of his tenure — He popularized the idea of a centralized bureaucracy to manage primary and secondary education. The importance of the final principle prompted the development of "normal schools" to train teachers to follow Mann's guidelines.
As such, the first of several Massachusetts state-sponsored normal schools was established in Lexington in Ultimately, Mann's ideas prevailed, and he is recognized today for his efforts in transforming the country's public education system. Mann served in the U. We strive for accuracy and fairness. If you see something that doesn't look right, contact us! Subscribe to the Biography newsletter to receive stories about the people who shaped our world and the stories that shaped their lives.
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