Major+Educational+Philosophies+of+the+Colonial+Period

Originally, the North American colony schools were recreated based on the European school systems. A two-track system existed. One track was designated for the lower socioeconomic classes. These students attended primary vernacular schools. The second track was reserved for upper class males. These students attended separate preparatory schools and colleges. The educational philosophies changed through the colonial period based on current living situations of the times.
 * Major Educational Philosophies of the Colonial Period **

Arriving 200 miles north of their intended destination in December, half of the pilgrims arriving in Plymouth die over the next four months. The focus on survival and religious faith does not allow for education beyond that of religious and family study. Later, the Puritans of Connecticut put heavy emphasis on education, specifically so that young and old would be able to read the Scriptures. They could learn God’s laws and the laws of the men designed to enforce them only if they were educated. The father in a Puritan house prepared his children by teaching them the Bible once a week. Education was the ultimate responsibility of the parent and the Puritan homes were strict—a child could be seen not heard and spoke only when spoken to by an adult.

The Connecticut Code of 1650 made it a requirement that children and apprentices be taught to read. Connecticut also required children to be trained in an “honest calling” so that they could contribute to the colony, as well as taking care of themselves. This type of career education could be handled by artisans, shopkeepers or any professional person. Many children at the age of seven or eight were sent to homes to work. They became //apprentices //. Even the wealthy parents followed this tradition. By this age, boys usually decided on a craft or trade and remained in it all their life.

Educational philosophy was driven by the Calvinists and the emphasis of the Bible. It was believed that the parents and guardians were responsible for making sure that children were taught reading and religion. In 1647, the General Court enacted the Old Deluder Satan Act, which virtually established elementary education by requiring every town of fifty or more families to appoint a reading and writing teacher. Massachusetts and the other New England colonies developed the town school, a locally controlled, usually coeducational elementary school, attended by pupils ranging in age from six to thirteen or fourteen. The school's curriculum included reading, writing, arithmetic, catechism, and religious hymns. The model of the town school, governed by its local trustees or board, became an important feature of later U.S. elementary schooling.

Colonial educational philosophy changed in the Middle Atlantic colonies of New York, New Jersey, Delaware, and Pennsylvania due to these areas being settled by diverse ethnic and religious groups including: English, Scots, Scotch-Irish, Dutch, Swedes, and Germans. The Middle Atlantic colonies' religious and language diversity had important educational implications. Elementary schools were usually parochial institutions, supported and governed by the various churches.

As far as servants went, the educational philosophy was that servants should be educated in such a manner as to improve workers as in their various trades. Primary emphasis is on the education that indentured servants and apprentices would have received and how that varied by time periods and regions. This manuscript reveals that three general changes occurred:

1) from the adaptation of traditional practices from England to support agricultural labor in the early colonial period 2) through a transition period caused by slavery (primarily in the south) and an increased need for apprentices in skilled trades (primarily in the north) 3) until the late colonial period when education was emerging as a value that would help America succeed in its independence.

The philosophy of education began to shift as more than just an importance of being a better Christian to using education as a tool for becoming commercially superior.

[|American Life: A Comparison of Colonial Life to Today’s Life]

[|Our Colonial Curriculum, 1607-1776]

Snyder, M. R. (2007). The Education of Indentured Servants in Colonial America. //Journal of Technology Studies//, 33(2), 65-72.