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The women's rights movement lasted almost 100 years. The main leaders of the cause, Elizabeth Cady Stanton and Lucretia Mott, organized the very first women's rights convention at Seneca Falls, where they drafted the Declaration of Sentiments and first began to press the idea that women should be allowed to vote as well. Although the main focus of the movement was to earn suffrage for women, gender equality in areas such as pay and career options was also a big goal. Although the movement started in 1840, women did not get the right to vote until 1920.

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This woman was one of the leaders of the Women's Rights movement and worked with Lucretia Mott to set up the Seneca Falls Convention. She played an integral role in writing the Declaration of Sentiments, and headed the movement for much of her life. Other notable women's rights activists include Susan B. Anthony and Lucretia Mott.

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This gathering organized by Elizabeth Cady Stanton and Lucretia Mott was revolutionary, as it was the first ever gathering of women to promote their rights. The Declaration of Sentiments was drafted at this convention and it is seen as the main start of the Women's Rights Movement.

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The Declaration of Sentiments was written at the Seneca Falls Convention. It was modeled after the Declaration of Independence and listed the grievances of the women as well as their declaration fro equality.

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For More Information on the Women's Rights Movement

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For More Information on the Women's Rights Movement

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This video discusses the women's rights movement that grew from the abolitionist movement and some of the people involved in the Seneca Falls Convention and the Declaration of Sentiments,

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“ECSWC.ORG | DECLARATION OF SENTIMENTS.” ECSWC.ORG, Elizabeth Cady Stanton Women's Consortium, www.ecswc.org/declaration-of-sentiments. Accessed 23 Mar. 2018.
“Elizabeth Cady Stanton Biography.” Biography.com, A&E Television Networks, 27 Feb. 2018, www.biography.com/people/elizabeth-cady-stanton-9492182. Accessed 23 Mar. 2018.
Hall, Cyndy. “The Seneca Falls Convention: July 19-20, 1848 | Claverack, New York.” IMBY | Claverack, New York, Imby, 23 July 2014, imby.com/claverack/article/the-seneca-falls-convention-july-19-20-1848/. Accessed 23 Mar. 2018.
“Women's Rights.” SchoolTube.Com, SchoolTube, video.cdn.schooltube.com/09d9f05c-d4df-424f-ba13-0898da2f157f/v/84/08/47/3f/ad/1a/8408473f-ad1a-1325-bfeb-550774a24ec5.mp4. Accessed 23 Mar. 2018.

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What was the Education Reform Movement? 

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What was the Education Reform Movement? 

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As the United States went through the Industrial Revolution and jobs began to require more knowledge, public schooling began to emerge. Massachusetts would be the first state to make public education mandatory thanks to a legislator by the name of Horace Mann, who is now known as "The Father Of Public Education." This set an example for America, and soon, the other states began to follow suit.

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Before the Education Reform Movement, only wealthy kids went to school. Even at that, it was mostly just boys, as many schools would not teach girls. Horace Mann opened up education to everyone when he introduced the idea of a public school system paid for and maintained by the public.

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This man, known as the "Father of Public Education," was a Massachusetts legislator. He felt that providing an education for everyone would solve many problems, such as poverty and high crime rates. He believed that the public must be educated to fully participate in the government.

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“The Education Reform Movement - Dictionary Definition of The Education Reform Movement | Encyclopedia.com: FREE Online Dictionary.” Encyclopedia.Com, Thomson Gale, 2007, www.encyclopedia.com/social-sciences/news-wires-white-papers-and-books/education-reform-movement. Accessed 23 Mar. 2018.
“Horace Mann Biography.” Biography.com, A&E Television Networks, 22 Feb. 2018, www.biography.com/people/horace-mann-9397522. Accessed 23 Mar. 2018.
Braun, Kari. “Educational Reform.” Tes      Teach, Tes Teach, www.tes.com/lessons/OWo9gv3q-wTPwg/educational-reform. Accessed 23 Mar. 2018.
Lemon, Jewell. “History of The Schools Of North Brevard County.” North Brevard History, nbbd.com, July 1997, www.nbbd.com/godo/history/schools/index.html. Accessed 23 Mar. 2018.
Warder, Graham. “Horace Mann And The Creation Of The Common School - Social Welfare History Project.” Social Welfare History Project, VCU Libraries, 10 Dec. 2017, socialwelfare.library.vcu.edu/programs/education/horace-mann-creation-common-school/. Accessed 23 Mar. 2018.

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Before Horace Mann helped to make education mandatory for all children, very few girls were educated. It was thanks to the new rule that knowledge became more accessible to the female population. However, many schools still refused to teach African-American children, and this would continue on into the 20th century.

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Horace Mann And The Creation Of The Common School
by Graham Warder
Horace Mann (1796-1859), "The Father of the Common School Movement," was the foremost proponent of education reform in antebellum America. An ardent member of the Whig Party, Mann argued that the common school, a free, universal, non-sectarian, and public institution, was the best means of achieving the moral and socioeconomic uplift of all Americans. The reform movement he led sought to create the virtuous republican citizenry needed to sustain American political institutions, the educated workforce required to expand the American economy, and the disciplined generation necessary to forestall the social disorders so common in American cities in the decades before the Civil War.

Brother-in-law of Nathaniel Hawthorne and close friend of Samuel Gridley Howe, Mann was well connected to the cultural and political elite of New England. Mann held numerous political offices in Massachusetts state government in 1820s and 1830s, and he represented Massachusetts as an anti-slavery Whig in the House of Representatives from 1848 to 1853, taking the seat vacated by the death of John Quincy Adams.

The most influential post he occupied, however, was that of Secretary of the Massachusetts Board of Education. From that pulpit, to which he was appointed in 1837, Mann would spread the gospel of education as social redemption. The common school would mitigate class conflict, circumvent anarchy, enhance civic engagement, and perhaps most importantly inculcate moral habits, all by molding society's most malleable members. Like his friend Howe, Mann was a Unitarian, and his inclusion of the Bible in school curriculum was based on Unitarian doctrine. Children were to be exposed to the words and moral teachings of the Bible but would not be indoctrinated to any specific denomination. Such openness merely reflected the liberal theology of his Unitarianism. The orthodox Congregationalists of New England opposed many of Mann's reforms.

Mann's ideas reached far beyond the borders of the Bay State. A national spokesman for education reform, he wrote numerous books and founded and edited "The Common School Journal," a periodical that successful spread the message that public schools should be more open and nurturing, with a wider curriculum delivered by professional teachers. He visited Massachusetts schools to determine their needs and went to Europe in 1843 to research educational institutions there. He was especially impressed with the school system existing in Prussia, including the Prussian approach to educating deaf children.

Like those of many reformers, Horace Mann's historical legacy is mixed. Some historians consider his movement as an important step toward a more open and fluid society in which merit would trump birth. Other historians view the common school as a rather blunt tool for social control, one that tended both to stifle intellectual curiosity and to suppress diversity. He certainly sought to universalize the values and beliefs of the mainstream Protestant middle class of the North. The Irish immigrants to Massachusetts were especially vociferous in their condemnation of his Protestant-centered morality and reacted by constructing their own system of parochial schools.

For people with disabilities, Mann legacy is especially troubling. The controversies about Mann's reforms influenced Howe's handling of Laura Bridgman. For Deaf Americans, Mann's role as an early proponent of oral education had long-term negative consequences. According to Mann, intellect required spoken language. While lauding Howe's work at Perkins Institution, he was far less sanguine about the approach to deaf education initiated by Thomas Gallaudet at the American Asylum for the Deaf in Hartford, Connecticut. Mann's attacks on sign language may represent the opening salvos of oralism.
Selected Bibliography
R.A.R. Edwards, "'Speech Has an Extraordinary Humanizing Power': Horace Mann and the Problem of Nineteenth-Century American Deaf Education," in The New Disability History, ed. by Paul K. Longmore and Lauri Umansky (New York, New York University Press, 2001); 58-82.

Ernest Freeberg, The Education of Laura Bridgman: First Deaf and Blind Person to Learn Language (Cambridge: Harvard University Press, 2002).

Bob Pepperman Taylor, Horace Mann's Troubling Legacy: The Education of Democratic Citizens (Lawrence: University Press of Kansas, 2010).

Source: Graham Warder, "Horace Mann and the Creation of the Common School," Disability History Museum, http://www.disabilitymuseum.org/dhm/edu/essay.html?id=42 (accessed date).

How to Cite this Article (APA Format): Warder, G. (2015). Horace Mann and the creation of the Common School. Retrieved ( March 17, 2015) from http://www.disabilitymuseum.org/dhm/edu/essay.html?id=42.

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Horace Mann And The Creation Of The Common School

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by Graham Warder Horace Mann (1796-1859), "The Father of the Common School Movement," was the foremost proponent of education reform in antebellum America. An ardent member of the Whig Party, Mann argued that the common school, a free, universal, non-sectarian, and public institution, was the best means of achieving the moral and socioeconomic uplift of all Americans.