The Politics of Literacy

This was the time of common-school systems. It was labeled as the Common School Movement. Educational reformer Mann and Barnard worked to provide opportunities for the increasingly diverse population. Prior to the 1840 organized school was not a part of life. Mann and Barnard felt that by creating a common-school system that education could control poverty and reduce crime. If children were educated than the social stability would be preserved. Public school were established for everyone and funded by public money. The schools were held accountable by local school boards and state governments.
Advocates for common-school systems felt that if people were educated that they would be more productive. The advocates also used common-school systems as a way to Americanize foreigners so that they could blend into American culture. In 1841 McGuffey wrote the first reader to introduce children to ethical code of prompt, good, kind, honest and truthful. The book showed that white, Protestants were the model Americans and had a very moral tone. The McGuffey Readers were considered to be great literary works and had a great influence on literacy in the United States. The reader was only below the bible.
Public High School and Comprehensive High Schools were also created to educate the older students. Public High School curriculum focused on practical curriculum and college prep classes. The Comprehensive High Schools provide upper middle class with vocational and academic curriculum for a more diverse education.
After the Civil War public education continued to form and change. Voting and education was promoted as well as women teachers but the salary was kept low. The Jim Crow Law segregated school which promoted the development of the Tuskegee Normal School created by a former slave Lewis Adams, which later became the Tuskegee Institute.
The early school houses were one room with one teacher responsible for grades one through eight with 20 to 40 students.