Who is horace mann bibliography

Cremin, Lawrence A. New York: Teachers College Press, Fraser, James W. New York: St. Hayes, William. Lanham, Md.

Lynch, Matthew. Meanwhile, the Massachusetts education system, with a history going back to , was sputtering. A vigorous reform movement arose, and in the state created its board of education, one of the first in the country, with Mann assuming stewardship as its secretary. He started a biweekly journal, Common School Journal , in for teachers and lectured on education to all who would listen.

Additionally, he visited Europe to learn more about established educational principles and came away particularly impressed with the Prussian school system. Mann developed his hugely influential — although at the time controversial — main principles regarding public education and its troubles: 1 citizens cannot maintain both ignorance and freedom; 2 this education should be paid for, controlled and maintained by the public; 3 this education should be provided in schools that embrace children from varying backgrounds; 4 this education must be nonsectarian; 5 this education must be taught using tenets of a free society; and 6 this education must be provided by well-trained, professional teachers.

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. For 12 years he campaigned to bring educational issues before the people. He toured the state speaking on the relationship between public education and public morality, developing the theme of education as "the balance wheel of the social machinery. In publicizing his cause, Mann found arguments attractive to all segments of the community, but he sometimes irritated powerful interests. Because he admired the Prussian system of education, his loyalty to democratic institutions was questioned.

Because he believed the schools should be nonsectarian, he was attacked as antireligious. His advocacy of state supervision antagonized local politicians. His criticism of corporal punishment angered the influential Boston schoolmasters. All the reform impulses of the American s and s converged in Mann's devotion to the cause of the common schools. He created teachers' institutes to improve teaching methods and arranged public meetings to discuss educational theory.

He established and edited the Common School Journal. With private benefaction and state support he established three state normal schools for teacher education, the first in the country.

His annual reports were lucid examinations of educational issues. 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. He spearheaded the Common School Movement, ensuring that every child could receive a basic education funded by local taxes.

His influence soon spread beyond Massachusetts as more states took up the idea of universal schooling.