Education system in 19th century

The 19th century witnessed significant transformations in the field of education, owing to the impact of social, economic, and political forces. These changes included a renewed emphasis on the value of the individual, which led to the emergence of the common school and kindergarten movements, as well as the rise of philosophers advocating for the rights of disenfranchised citizens. National expansion was viewed as a divine destiny, with each revolution resulting in some form of reform. As the United States expanded, certain rights were taken away from some groups, prompting others to take up causes such as slavery, women's rights, and voting rights for blacks. Philosophers criticized economic abuses and unjust privileges, and focused on the citizen rather than the subject.

Industrialization brought about drastic changes, which fueled the emphasis on the individual. The rise of the factory system and growth of urban areas led to increased overcrowding and slum conditions for many people who moved from farms to find employment in the cities. This resulted in the rise of new skills needed among the populace, with education attempting to address these needs. Many benefited financially from the growing population and industrialization, including factory owners and big business, who sought a utilitarian form of education to properly train workers. Essentially, schooling was viewed as a means to create better workers. However, the negative impact of this approach included the rise in child labor, with young children often working long hours in dangerous conditions, and as a result, not attending school. One response to this was the English Sunday school, which aimed to offer education to working children, but it was ultimately unsuccessful.

The idea of universal compulsory public education gradually developed in Europe, starting in the early 16th century, and influencing the United States. Proponents of the common school movement encouraged the idea of universal education as a responsibility of the state. With small numbers of students in rural areas, most communities in the US relied on one-room schoolhouses, where teachers dealt with a wide range of students of various ages and abilities, using the monitorial system, which allowed older students to assist younger ones.

The 19th century witnessed significant transformations in the field of education, owing to the influence of social, economic, and political factors. These changes included a growing emphasis on the value of the individual, which led to the emergence of the common school and kindergarten movements, as well as the rise of philosophers advocating for the rights of marginalized citizens. National expansion was viewed as a divine destiny, with each revolution resulting in some form of reform. As the United States expanded, certain rights were taken away from some groups, prompting others to take up causes such as slavery, women's rights, and voting rights for African Americans. Philosophers criticized economic abuses and unjust privileges, and focused on the citizen rather than the subject.

Industrialization brought about drastic changes, which fueled the emphasis on the individual. The rise of the factory system and growth of urban areas led to increased overcrowding and slum conditions for many people who moved from farms to find employment in the cities. This resulted in the rise of new skills needed among the populace, with education attempting to address these needs. Many benefited financially from the growing population and industrialization, including factory owners and big businesses who sought a utilitarian form of education to properly train workers. Essentially, schooling was viewed as a means to create better workers. However, the negative impact of this approach included the rise in child labor, with young children often working long hours in dangerous conditions, and as a result, not attending school.

One response to this issue was the English Sunday school, which aimed to provide education to working children, but it proved to be a failed initiative. The idea of universal compulsory public education gradually developed in Europe, starting in the early 16th century, and influencing the United States. Proponents of the common school movement encouraged the idea of universal education as a responsibility of the state. With small numbers of students in rural areas, most communities in the US relied on one-room schoolhouses, where teachers dealt with a wide range of students of various ages and abilities, using the monitorial system.