Books+and+Documents+of+the+Time

Explore Primary Sources, Photographs, Documents of the Times...

=**BOOKS**=

= =

Catharine Beecher's Book, //American Woman's Home//



//Treatise on Domestic Economy// by Catharine Beecher



The Blue-Black Speller

McGuffey Spellers On Sale Today in 2012 (Still Used by Homeschoolers)

King James' Version of the Bible (Often Used to Teach)



McGuffey's //Eclectic First Reader for Young Children with Pictures//

Mr. Taylor's //Eclectic Speller// Book

Another sample page from an //Eclectic Reader// Series

Modern Analysis of Early School Reform by Katz

//New England Primer//

The //New Second Reader//

= = =**COMMON SCHOOL AND SCHOOLS OF THE TIME**=

A Common School Setup

== A Common School Graphic Organizer

Discipline



Horace Mann School 1843

Horace Mann School

Pestaloozi in his classroom/schoolhouse

Hartford Female Seminary

Western Female Institute, Ohio

Another Female Seminary

=//**INFLUENTIAL PEOPLE**//=

Catharine Beecher

Horace Mann

McGuffey

Noah Webster Stamp

A painting of Pestaloozi with students

=**MAPS, LETTERS AND OFFICIAL DOCUMENTS**=

Annual Report 1848 Horace Mann
 * HORACE MANN ON EDUCATION AND NATIONAL WELFARE**

1848 (Twelfth Annual Report of Horace Mann as Secretary of Massachusetts State Board of Education) //Horace Mann's appointment as Secretary of the newly organized Board of Education, in 1837, inaugurated a new era in the history of American education. In his annual reports Mann discussed the larger implications of education in a democracy.// .... A cardinal object which the government of Massachusetts, and all the influential men in the State, should propose to themselves, is the physical well-being of all the people,—the sufficiency, comfort, competence, of every individual in regard to food, raiment, and shelter. And these necessaries and conveniences of life should be obtained by each individual for himself, or by each family for themselves, rather than accepted from the hand of charity or extorted by poor laws. It is not averred that this most desirable result can, in all instances, be obtained; but it is, nevertheless, the end to be aimed at. True statesmanship and true political economy, not less than true philanthropy, present this perfect theory as the goal, to be more and more closely approximated by our imperfect practice. The desire to achieve such a result cannot be regarded as an unreasonable ambition; for, though all mankind were well fed, well clothed, and well housed, they might still be half civilized. According to the European theory, men are divided into classes,—some to toil and earn, others to seize and enjoy. According to the Massachusetts theory, all are to have an equal chance for earning, and equal security in the enjoyment of what they earn. The latter tends to equality of condition; the former, to the grossest inequalities. Tried by any Christian standard of morals, or even by any of the better sort of heathen standards, can any one hesitate, for a moment, in declaring which of the two will produce the greater amount of human welfare, and which, therefore, is the more conformable to the divine will? The European theory is blind to what constitutes the highest glory as well as the highest duty of a State.... Our ambition as a State should trace itself to a different origin, and propose to itself a different object. Its flame should be lighted at the skies. Its radiance and its warmth should reach the darkest and the coldest of abodes of men. It should seek the solution of such problems as these: To what extent can competence displace pauperism? How nearly can we free ourselves from the low-minded and the vicious, not by their expatriation, but by their elevation? To what extent can the resources and powers of Nature be converted into human welfare, the peaceful arts of life be advanced, and the vast treasures of human talent and genius be developed? How much of suffering, in all its forms, can be relieved? or, what is better than relief, how much can be prevented? Cannot the classes of crimes be lessened, and the number of criminals in each class be diminished? . . . Now two or three things will doubtless be admitted to be true, beyond all controversy, in regard to Massachusetts. By its industrial condition, and its business operations, it is exposed, far beyond any other State in the Union, to the fatal extremes of overgrown wealth and desperate poverty. Its population is far more dense than that of any other State. It is four or five times more dense than the average of all the-other States taken together; and density of population has always been one of the proximate causes of social inequality. According to population and territorial extent there is far more capital in Massachusetts -- capital which is movable, and instantaneously available -- than in any other State in the Union; and probably both these qualifications respecting population and territory could be omitted without endangering the truth of the assertion.... Now surely nothing but universal education can counterwork this tendency to the domination of capital and the servility of labor. If one class possesses all the wealth and the education, while the residue of society is ignorant and poor, it matters not by what name the relation between them may be called: the latter, in fact and in truth, will be the servile dependents and subjects of the former. But, if education be equally diffused, it will draw property after it by the strongest of all attractions; for such a thing never did happen, and never can happen, as that an intelligent and practical body of men should be permanently poor. Property and labor in different classes are essentially antagonistic; but property and labor in the same class are essentially fraternal. The people of Massachusetts have, in some degree, appreciated the truth that the unexampled prosperity of the State -- its comfort, its competence, its general intelligence and virtue -- is attributable to the education, more or less perfect, which all its people have received; but are they sensible of a fact equally important,— namely, that it is to this same education that two-thirds of the people are indebted for not being to-day the vassals of as severe a tyranny, in the form of capital, as the lower classes of Europe are bound to in any form of brute force? Education then, beyond all other devices of human origin, is a great equalizer of the conditions of men,—the balance wheel of the social machinery. I do not here mean that it so elevates the moral nature as to make men disdain and abhor the oppression of their fellow men. This idea pertains to another of its attributes. But I mean that it gives each man the independence and the means by which he can resist the selfishness of other men. It does better than to disarm the poor of their hostility toward the rich: it prevents being poor. Agrarianism is the revenge of poverty against wealth. The wanton destruction of the property of others -- the burning of hay-ricks, and corn-ricks, the demolition of machinery because it supersedes hand-labor, the sprinkling of vitriol on rich dresses -- is only agrarianism run mad. Education prevents both the revenge and the madness. On the other hand, a fellow-feeling for one's class or caste is the common instinct of hearts not wholly sunk in selfish regard for a person or for a family. The spread of education, by enlarging the cultivated class or caste, will open a wider area over which the social feelings will expand; and, if this education should be universal and complete, it would do more than all things else to obliterate factitious distinctions in society.. .. For the creation of wealth, then,—for the existence of a wealthy people and a wealthy nation,—intelligence is the grand condition. The number of improvers will increase as the intellectual constituency, if I may so call it, increases. In former times, and in most parts of the world even at the present day, not one man in a million has ever had such a development of mind as made it possible for him to become a contributor to art or science.... Let this development proceed, and contributions. . . of inestimable value, will be sure to follow. That political economy, therefore, which busies itself about capital and labor, supply and demand, interests and rents, favorable and unfavorable balances of trade, but leaves out of account the elements of a wide-spread mental development, is naught but stupendous folly. The greatest of all the arts in political economy is to change a consumer into a producer; and the next greatest is to increase the producing power,—and this to be directly obtained by increasing his intelligence. For mere delving, an ignorant man is but little better than a swine, whom he so much resembles in his appetites, and surpasses in his power of mischief.... []

Cartoon Portrayal of the Elementary Act

Free Homestead Certificate

Elementary Education Act, 1870

Homestead Application



Horace Mann's First Annual Report

Land Ordinance 1785: Second 16 addressed the maintenance of schools.

Land Survey Notes for Westward Expansion (West of the Mississippi River)

Letter to Horace Mann from Harriett Beecher Stowe

Northwest Territory Map 1787



Map of the Northwest Territory from the Northwest Ordinance



A Map Detailing Land Purchase & Expansion Dates

Teacher Wages from the Common School ====[|Teacher Wages] ====

=**MISCELLANEOUS**=



Boston Latin School Statue of Ben Franklin

Homestead Family Portrait

Ohio Marker on Women Education

Slave Trade Advertisement



Two Children At Work Prior to the Child Labor Laws (Work In Lieu of School)

Seminary Movement
 * [|Education for Women in the 1800s]