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A typical school setting within the 1800's as public education became more prevalent.

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The democratic ideals and populist sentiments of the Jacksonian Era in the United States significantly influenced the Common School Movement by fostering a drive towards accessible public education and emphasizing the need for an educated citizenry to participate in a thriving democratic society. The Jacksonian era promoted an increase in democracy. Democracy is a system of government where the power lies mainly in the people, either directly or through elected representatives, allowing citizens to participate in decision-making processes typically through voting. As a result, the people were better heard and there was an increase in demand for public education throughout the Jackson administration. Furthermore, as the United States experiencing a surge in nationalism followed by an 'Era of Good Feelings" spurred by Andrew Jackson's victory at the Battle of 1812, there was a notable shift in the country's national interest. People were more compelled to focus on the well being of individuals through education rather than solely emphasizing national security. Today, about 50 million people in the United States are enrolled in the public education system. However, providing free public education to all citizens was not always possible. Specifically, in the 1820s public schools were not that common. However, many advocates were fighting for the importance of public education. The Common School Movement is defined as the effort to fund schools in communities to provide more accessible education which was a catalyst of the systematic public schooling in the United States.

Horace Mann was one of the most influential figures as he promoted equal access to public education. In a democratic system, which Jackson fostered, an educated population was essential. Therefore, campaigns were created to fight for public education during the Jacksonian Era. Jackson himself did not grasp the idea of the importance of public education for democracy because he did not receive a formal education. However, Jackson considered himself a Jeffersonian. In that ideology, Thomas Jefferson understood that an educated citizenry was necessary for a proper democracy. Jefferson wrote, “Wherever the people are well informed they can be trusted with their own government"(Edu 25). This suggests that Jefferson had a general view of education, highlighting the importance of societal progress.

During the Jacksonian era, the number of public schools increased significantly. Furthermore, the number of liberal arts colleges founded doubled in previous decades. Overall, Jacksonian democratic ideals reflect the increase in public education during his era. The Common School Movement of 1820 - 1872, marked one of the biggest leaps towards accessible public education within the United States. In 1824, the Act for the Establishment of Free Schools was introduced for the state of Illinois. With that, in 1825, the “Free School Law” other than the New England regions was the only tax-supported school system. The precedent set by Horace Mann from Massachusetts which promoted a local tax-supported school system influenced other states to establish similar systems that promoted free education for all white citizens.

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Harper’s weekly cartoon by Thomas Nast, February 26, 1870

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Perspectives and Reactions to the Movement

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Perspectives and Reactions to the Movement

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The Common School Movement from the 1820's to 1870's prompted diverse perspectives and reactions with certain segments of society embracing the vision of universal education as a means of social progress, while others contested it due to concerns related to cultural assimilation, access disparities, and the preservation of existing power dynamics. Although the overarching goal and motivator of the Common School Movement was to make education more accessible, different advocates believed that it applied to certain demographics within the country.

Some, like Thomas Nast, had a vision to establish a system that offered equal opportunities to public education for all children, regardless of gender, race, ethnicity, or nationality. Evident in his political cartoon featured in the Harper’s Weekly on February 26, 1870, he exhibits an unbiased perspective toward all students, revealing his openness and acceptance of individuals from diverse racial and socioeconomic backgrounds. Nast served as a vocal advocate for minority groups, including African Americans and women, who faced severe social and political disadvantages due to prevailing prejudiced views against them. The stereotypical biases against minority groups have substantially hindered their opportunities, stemming a lack of respect and acknowledgment of their fundamental rights. During this era, particularly in the South, laws were widespread that prohibited enslaved individuals and other minority groups from learning how to read and write. His support for the movement was rooted in his beliefs in democracy and the importance of an educated citizen, believing that it would contribute to the overall well-being of society. Despite being surrounded by people who opposed his egalitarian views, Nast's political cartoon helped shape and influence public opinion that critiqued the discrimination present within the country specifically to equal access to public education and advocated for social and political reform.

Contrastingly, people advocated for greater access to education specific to the white male population. Adding to the intense racial tensions in the United States, especially towards African Americans and Native Americans, people opposed championing equality. Instead, they wanted to maintain the status quo of racial segregation. Wealthier individuals argued that their taxes shouldn’t be used to educate the poor and that their children should receive a better education than those of a lower economic status. Immigrants, especially those from non-English speaking countries, had a unique perspective. They often supported public education as a way to assimilate into American society. However, there was opposition from people who feared that the influx of immigrant children into public schools would dilute “American” culture and values. Initially, people generally favored public schools to be more accessible to boys, but as the movement progressed, there was a push to educate girls as well. Some believed that educating women was vital to the betterment of society, while others felt that women’s roles should be limited to the domestic sphere.

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Young students in school, which consists solely of white students.

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This movement during the 1800's had a multifaceted impact, providing expanded educational opportunities, yet perpetuating racial and gender disparities, which highlights the complex and varied effects on different groups within the United States. The Common School Movement during the 1800s played a crucial role in expanding access to education, though its impact on different groups varied.

There was a large amount of growth and development of education in the nation, and it was able to flourish mainly in the north; People lived closer together, and more tax dollars were being put toward it.

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Mary Bethune led a long line of African American girls from the school she established, called the Daytona Literacy and Industrial Institute. 

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While this movement did provide educational opportunities for some African American children, especially in the South, many experienced extreme segregation and discrimination that limited their access to quality education.

Although the movement had many leaders who specifically aimed to grant education to white males, there were many influential figures such as Mary Bethune, who dedicated their life to promoting education and equal opportunities for all African Americans. Bethune founded the Daytona Literacy and Industrial Institute, which later merged with Cookman Institute, becoming the Bethune - Cookman College. The college stands as a testament to Bethune's commitment to breaking down barriers and providing opportunities to minority students, which helped provide education to countless African Americans. Her efforts and leadership as a civil rights leader left a lasting impact, breaking obstacles for African Americans and women, and promoting social and educational advancements for marginalized communities.

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Ethnicity

The impact of the Common School Movement on ethnicity exhibited variations across the region. In areas with substantial immigrant populations, particularly in the Northeast, the movement played a crucial role in facilitating English education for immigrant children. This educational support not only equipped them with language skills but also served as an initial introduction to American society. By advocating for equal education for all children, the movement fostered a more diverse environment. Ultimately, it helped challenge discriminatory practices and created a more inclusive society.

Socioeconomic status

Leaders of the Common School Movement were dedicated to offering education to every child, regardless of their wealth or social status. The movement sought to ensure a tax-supported education system by advocating for equal access to learning opportunities for all. The promotion of equal access to education for all, regardless of their family's income or status. This commitment significantly increased more opportunities for those individuals with fewer financial resources, fostering a more equitable and accessible education system for everyone.

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Macon Weekly Telegraph, February 26, 1856. Mr. Stiles "Common School Education" speech. 

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Mr. Stiles Speech on Public Education Access

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Mr. Stiles Speech on Public Education Access

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Mr. Stiles's passionate speech in Georgia served as a rallying cry for educational equality, challenging the prevailing ethnocentric ideologies of the South and urging the public to hold the government accountable for prioritizing education for all, transcending racial and socioeconomic stereotypes. Contrasting the typical nationalistic southern ideology of advocating solely for the white males being dominant over the minority groups, Stiles portrays egalitarian views promoting education for all. His speech was intended to inform the public and appealed to all influential people to try to get them to understand the necessity and demand for public education. Therefore, he took an initial step forward and proposed a bill that got a commissioner to help establish the public systems in Georgia. He is convincing the people to speak up about the lack of schooling and let the government know how essential it is. Mr. Stiles is from Georgia, a southern state with an economic endeavor of agriculture and has a spread out population. As a result, he is recognizing the increase in technological advancements leading to more accessibility. Earlier, there were not many organized institutions because of the sparse population. However, as the years are increasing modernized transportation allows for schools to be made more accessible throughout the country. Mr. Stiles recognizes that and knows that it is a necessary time for the leap toward public education in the South. Mr. Stiles mentioned that, "By the previous census of 1810 the number of persons who can neither read or write is estimated at 30,000- so that in ten years, there has been an increase of more than one-fourth in that unfortunate class" (Stiles). Mr. Stiles conveys a sense of empathy and concern for those lacking basic literacy skills and emphasizes the significance of this issue by pushing a call to action. There is a renewed focus on education as a priority in the national interest. Throughout his speech he uses words like "evil" to describe the harsh literacy rate, this illustrates how much of a pressing issue the literacy rate is and the striving towards fixing it is inevitable. He blames the government for not having education as a top priority and letting it escalate to a majority of the citizens not being literate. He wants the government to shift its national interest towards education, to create well-rounded citizens.

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The Common School Movement was an effort to fund schools in every community with public dollars, which initiated the public school system in the United States. Many leaders involved in this movement wanted to make education more accessible to the white male population. This movement was a catalyst for the drive to establish the schools and universities we have today.

On July 16th, 1868, representative Thaddeus Stevens, a Republican from Pennsylvania, proposed a bill regarding a common school system for the nation's capital. This aligned with the mid-1800s trends of states adopting standardized school systems for all children. The bill aimed for consistency and efficiency, emphasizing essential lessons in lessons of arithmetic, reading, and writing that "shall not be neglected". This created a consistent and efficient school system for children and teachers, that will help them learn through short and thorough lessons of arithmetic, reading, and writing that "shall not be neglected". It introduced a law stating those who didn't send their children to school would lose voting rights in district elections. The bill also called for replacing the Department of Education, signed into law by Andrew Johnson in 1867 that collected information and statistics about the nations schools. This legislative move reflected a broader effort to regulate and standardize as the nation expanded.

In today's, school funding is a primary concern when discussing issues within the public education system. Many states have reduced their funding, leaving schools with less financial resources. This reduction results in smaller staff, fewer programs, and limited resources, ultimately impacting the quality of education and limiting opportunities for students. Additionally, school safety has become a significant concern. The prevalence of mass shootings in the United States remains an unresolved issue both physical threats and, with modernizing technology, the potential for violent threats through social media and other electronic platforms.

(“Bill Proposing a Common-School System for the District of Columbia Excerpts.” Historical Controversies in History Primary Source Documents, Facts On File, 1868. History Research Center, ich.infobase.com/Auth/Index?aid=&itemid=&primarySourceId=19127.)

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Gender played a large role in the Common School Movement by advocating for equal educational opportunities. Leaders held ideas that promoted social equality and ensured that both boys and girls had access to education. The movement helped increase access to schooling for girls and emphasized the importance of education for both genders. In the early 1800s, very few girls had access to education and the few who had the option attended a low-quality dame school located in the teacher's home that focused on basic literacy. Due to the Common School Movement, in the 1840s girls could expand their education further permitting them to attend town schools, however they were only allowed to attend when the boys were not present. Women's rights advocate, Catherine Beecher established academies that offered women's single-sex education and were based on English finishing schools, giving young women the moral, literacy, and household instruction they required to become teachers. This was necessary because there was an increase in schools which led to a growing demand for teachers, as women were looked to fulfill this role. Later in the century, more women got access to higher education which slightly altered the stereotypical gender role of women by allowing educated women to have an identity outside the house and by causing those who attended an academy to marry later than those who did not. However, women's education still primarily focused on the domestic sphere and motherhood.

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Horace Mann, prominent and influential leader of the Common School Movement

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"If one class possesses all the wealth and education, while the residue of society is ignorant and poor, it matters not by what name the relation between them may be called: the latter, in fact and in truth, will be the servile dependents and subjects of the former" (Horace Mann).

Horace Mann, an influential advocate for public education in the 19th century, highlights the importance of addressing socioeconomic disparities and advocating for a more equal distribution of wealth and educational opportunities to prevent the emergence of an unequal society.

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The graph shows an increase in public education schooling laws proving that the government is paying more attention to the movement, shifting the national interest. 

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Horace Mann and the Educational Reform (Watch from 0:00-1:04)

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Methodist camp meeting; Second Great Awakening

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The Second Great Awakening had a huge impact on the religious and moral aspects of education. Religion has been a source of significant opposition to the public school system, as some Catholic critics argued that it tended to focus on teaching specific religions, especially Protestantism while neglecting others. An alternative perspective on the role of religion in a school setting is presented through the ideals of nonsectarianism, advocating for the separation of religion from education. The Second Great Awakening and the Common School Movement fostered an increase in Protestant belief as many Protestants feared that the Catholic's acceptance of the pope’s authority might weaken their loyalty to the US government. Ultimately, it was found in a court case that public schools can not affiliate themselves with a certain religion, but are allowed to teach it in history class. President Ulysses Grant amended the constitution in 1875 that prohibited public funds to sectarian schools. Demonstrating the precedent of separating religious teachings from school.