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The History of American Education

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"The History of American Education "

For centuries, character education played a central role in the curriculum of higher education institutions in the United States (Christian Higher Education, 295).

A majority of education institutions were religion-based and emphasized the importance of a “character-development education.” Most notably, Christians founded the Ivy League. Harvard in 1636, Yale in 1701, Princeton in 1769, and Dartmouth in 1754 all had significantly Christian roots (Anthony, 303).

In essence, education was founded upon Christian fundamentals and although separation of church and state was not originally included in the constitution, it was soon applied and had an effect on the foundation of education.

What does it mean to have Christianity as a foundation upon educational institutions? It means to surround and revolve education around Christian ideas, in simpler meaning, to teach and give ideologies that are derived from the Bible.

As a result, many of these ideas are formed into beliefs of the students and are applied to ones lives as well as their aspirations. With Christianity implemented into education, religious rituals were practiced into the curriculum. More specifically rituals like prayer, the reading of the Bible, preaching, worship services, and in a nutshell evangelism (Marsden).

Christian ideas governed these institutions. Subjects like science and English were inside the Christian nucleolus. Creationism was part of science and there was no doubt about its validity.

To know English was to know the Bible and its authors’. Knowing religious core principles was a must. In 1642, the Massachusetts Bay School Law required that parents assure their children know the principles of religion (Anthony).

There was no questioning whether religion had a place in this system because the American governmental system was founded on it as well. It is a fact that a great reason for the puritans to escape their homeland was because of religious persecution and the inability to instill those ideas into everyday life.

After migrating to the Americas and establishing themselves, it was a natural tendency to found their education upon their religious preferences; it was what they desired.

But despite this prospect, as time went by and as society began to diversify it in different aspects, so did societal ideologies. The Arts and enrichment of literature began to draw attention.

By the early seventeen hundreds, Christian von Wolff describes the human mind as consisting of powers or faculties. Called Faculty Psychology, this doctrine holds that the mind can best be developed through "mental discipline" or tedious drill and repetition of basic skills and the eventual study of abstract subjects such as classical philosophy, literature, and languages.

This viewpoint greatly influences American education throughout the 19th Century and beyond (Marsden).

It wasn’t that Christianity was no longer in the agenda; it was that new windows were opening and new ideas traveled so much so that educational systems began to grow in different areas.

From 1783 to 1785- Because of the dissatisfaction with English textbooks of the day, Noah Webster writes A Grammatical Institute of the English Language, consisting of three volumes: a spelling book, a grammar book, and a reader. They become very widely used throughout the United States.

By the late eighteenth and early nineteenth century, significant changes occurred in American Education Institutions. In 1787, The Young Ladies Academy opens in Philadelphia and becomes the first academy for girls in America, 1821 the first public high school, Boston English High School, opens.

And in1823, Catherine Beecher founded the Hartford Female Seminary, a private school for girls in Hartford, Connecticut. She goes on and founded more schools and become a prolific writer. Her sister, Harriet Beecher Stowe, an influential abolitionist, is the author of Uncle Tom's Cabin (Cannon).

What is occurring here is a growth in knowledge and ability to grow without the need to mix church and education. It was no longer something that played a central role in the curriculum.

John Dewey was an activist who solidly believed that education was to be kept out of the real of religion. And to his credibility, shift in the system was made possible (Parrett).

Although separation of church and state was established, it was not enforced vise-versa. Meaning, it was first written to keep the state out of the business of state, but never thought of as the church to be kept out of the business of state.

It wasn’t until 1962 that the un-enforcement of this law was taken into court, when families of public school students from New York complained that the voluntary prayer to the “Almighty God” contradicted their religious beliefs. This case is famously known, it is called the Engel v. Vitale.

After the court ruled that this act was considered unconstitutional, many cases began to pour into the judicial system complaining about issues regarding such practices in the school. Subsequently, clergy-led prayer was banned; student-led prayer in football teams, reading of the Bible, and recitation was also unconstitutional.

In truth, these changes originated because new ideas began to spring more and more which led to understand certain ideologies. To put into perspective, thinkers began to influence through writing and eventually society understood that religion was not part of education.

People saw that Christianity was not the only religion that establishes the truth within education. Thus, these entire shifts were what society was asking for, unfortunately. As societal evolution takes place, the application of the First Amendment is enforced. It is something very special that we as a country have, but to some people, it can be dangerous because we are all so different and see the idea of freedom different.

In conclusion, the American Educational system was founded upon Christianity. It was what formed prestigious institutions and what led curriculums. And although it worked for many centuries, it was too slow for the pace diversification and new ideas in America.

As in earlier establishments, groups who do not match the current national ideological norms are forced to fend for themselves outside of the major spheres of cultural influence.

I see this as what really occurred, culture played a central role in the change of America’s heart. It changed the beliefs that were once instilled into student’s hearts and minds. It isn’t’ something bad, its just something inevitable that happens as we begin to diversify. It’s what had to happen, eventually.


Works Cited

Anthony, M. J., & Bensen, W.S. (2003). Exploring the History and Philosophy of Christian Education. Grand Rapids, MI: Kregel Publications.

Cannon, M.E. (1976). Social Justice Handbook: Small Steps for a Better World. Downers Grove, Ill.: IVP.

Marsden, G. (1994). The Soul of the American University: From Protestant Establishment to Establishment Unbelief. New York: Oxford University Press.

Jeynes, H. Williams; Robinson, David “Character Education in Christian Higher Education: A Historical Analysis and Contemporary Challenge (Part 1)” Routledge. 2010.



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