Horace Mann: Father of the American School System

"Be ashamed to die until you have won some victory for humanity" (Mann qtd. in

Tharp 310). Horace Mann's many reforms on education represent his victory for

humanity. Mann determined what the purpose of education should be based on his own

experience and observation. Today, the purpose remains almost the same as what Mann

advised. Mann also had many ideas how education could be improved. Many of these

ideas have been followed by schools today as well. Mann also had ideas on topics

which one considers today to be controversial. The public should take into account

what Mann's ideas were on these issues. Horace Mann's reforms and ideas have had

influence during his time, and now in our time on the issues of: the purpose of

education, the improvement of education, and in issues debated today.

The purpose of education is a large subject and Horace Mann covered it completely

throughout his life. Even today the purpose of our schools is almost the same as what

Horace Mann prescribed it should be long ago. Mann wanted the common schools to

be available to everyone - rich or poor - and of all backgrounds (Cremin 8; Williams

343). Public schools try to be this today; they are free to everyone and

nondiscriminatory. Mann believed in public support and control of schools (Mann

72-8). According to Mann, not providing to the young the same education that one had

been given was, "embezzlement and pillage from children" (Mann 78). Mann thought

that education was a right that was passed on from generation to generation. Thus,

denying children this right was heinous to Mann (Mann 72-8). Today in the United

States, education of the public is seen as a right and is partaken in by countless young

people every year. Horace Mann thought of the common school as an institution for

service of the people and improvement of the government (Morgan 32). Mann thought

that schools must include and emphasize moral, civic, and cultural values (Morgan 17).

These ideas are fitting with what schools try to accomplish today in the general

education of the public. Certainly the idea of civics taught in schools today tries to

work towards improving the government through education of the people. Mann

believed in a common program in schools that would educate everyone. He thought

that common schools should not teach vocational training, but instead offer an

education beneficial to all (Cremin 12). Schools today follow the same purpose that

Mann laid out long ago. Few schools below the college level teach any kind of

vocational training. Instead, schools today follow Mann's ideas by offering a program

that opens opportunities in any field. There is also a common curriculum in most

schools because many courses are state required and thus standard to all schools. Mann

thought that schools should teach a complete educational program including physical

education and musical education (Cremin 11; Mann 81). Schools today teach physical

education and music to provide their students with a fuller educational experience.

Mann thought also that schools should be nonpartisan in their religion and politics

(Williams 343-5). Ideally, this is what public schools and teachers try to do today.

Religion is nonpartisan in these schools (as nonpartisan as no religion at all can be).

Also, although the opinion of the teacher may be shown in the classroom, most

schools do not try to influence their students' political opinions. During Mann's

twelve years as secretary of the Massachusetts board of education he sent back reports

to the board as to the condition of schools and what he thought should be taught in

them. His ideas in these reports revolved around six ideas:

"(1) that a republic cannot long remain ignorant and free, hence the necessity of

universal education; (2) that such education must be paid for, controlled, and sustained

by an interested public; (3) that such education is best provided in schools embracing

children of all religious, social, and ethnic backgrounds; (4) that such education, while

profoundly moral in character, must be free of sectarian religious influence; (5) that

such education must be permeated throughout by the spirit, methods, and discipline of

a free society, which preclude pedagogy in the classroom; and (6) that such education

can be provided only by well-trained, professional teachers" ("Horace").

Schools today follow these ideas as Mann laid out long ago. Most of the ideas that

Mann set forth long ago are today followed. Many schools have followed, often to the

letter, what Horace Mann said should be the purpose of them. Truly, he has had a

lasting effect in determining what our schools became and will continue to become.

Horace Mann worked throughout his life to improve the quality of education in

America. In 1937, Mann accepted a job as the secretary of the state board of education

in Massachusetts (Cremin 6-7). This may seem simple, but what one doesn't know are

the many sacrifices Mann had to go through to take this position. Mann had to do

twice the work that he was doing in his former job, but for half the pay. This act

showed that Mann was willing to do almost anything to help improve education

(Williams 127-33). He was secretary of the board for twelve years. He started a

semiweekly journal for teachers during this time ("Horace"). He tried to improve

education by improving communication amongst the teachers. Mann went all over

Massachusetts traveling to determine the educational state. He wrote about this during

his many reports back to the board ("History of Ed."). As a result of these reports,

teachers' wages were doubled and this brought about better teaching to the whole state

of Massachusetts ("History of Ed."). Mann caused many improvements for education in

Massachusetts because of his diligent work. Growing up, Mann was self-educated and

spent much time reading in the library to learn (Cremin 4). He worked hard for his own

education. He searched for capable teachers who could teach him on each subject

(Messerli 24-7). Mann thought that students should not have to do what he did in their

education. He sought to improve and change education so that it educated the student

fully without them having to go through the extreme measures that he went through

(Messerli 24-7). This is why he saw teaching as a profession that was very important.

He said, "teachers should be able to teach subjects, not manuals merely" (Mann 45). In

1853, Mann started Antioch College in Yellow Springs, OH. It was committed to

"coeducation, nonsectarianism and equal opportunity for Negroes" ("Horace"). Mann

believed in improving education by making opportunities available to all people, male

or female, black or white. When Mann looked at students in schools, he didn't look at

the extremes in students. Instead, Mann concerned himself with the general proficiency

of average students (Cremin 26). This is like the proficiency tests of today which

assess if students are performing to par. He wanted to improve education by seeing

how most students were performing. Horace realized that education should start early.

He thought that children should be helped at an early age by being read to (Cremin

9-10). This idea helped improve education for children later in their life. These ideas on

early start for education are like the "Headstart" programs that are popular today and

preschool. Mann's efforts to improve education for the public were beneficial to

students everywhere. His sacrifices as secretary of the board of education led to

important improvements which the school system still uses today.

Horace Mann dealt with many issues during his life time that are even now still

debated. Mann's opinions on these issues should be paid attention to because his other

opinions were so influential in shaping our schools. For example, today some schools

have considered cutting back on music programs and sports programs. Mann, however

thought that music and physical education were important things that should be

included in schools (Cremin 11; Mann 81). These schools should consider Mann's

opinions on what should be part of education. Mann even dealt with the controversy of

censorship of books. When deciding what books should be put in school libraries

Mann was accused of being "prejudiced in his views." He suggested books be approved

by local school boards after facing this controversy (Hall 146-51). The pastor of

Mann's home town controlled the schools when Horace was growing up. He decided

which teachers would be hired and what they would teach. Mann didn't like that

churches had such an influence in schools like his pastor did (Williams 9-15). Horace

even said, "the inward joy of my youth [was] blighted by theological inculcations" (qtd.

in Williams 11). Mann thought religious education was important, but should not be

part of schools (Mann 101-9). Mann believed common virtues should be taught in

school leaving religious education to the churches (Cremin 14). Now of course,

religion has been ruled out of schools by the Court. Mann's opinions on this issue are

relevant even today however, because religion is present in some private schools. This

is another topic about which Mann had much to say. Mann thought of private schools

as a threat against common schools. He thought private schools would lead to the

deterioration of the public school. The parents wouldn't vote for taxes and wouldn't

participate in the public schools. This would lead to their deterioration, he thought.

However, Mann didn't seek abolition of private schools. He wanted to win over the

constituents with quality (Cremin 23-5). These ideas of Mann are similar to the

controversy over the idea of the voucher system today. Allowing parents to choose

which school they would go to would improve the quality of all schools through

competition. Later in Mann's term as secretary, he saw what a great difference had been

made between public and private schools. Public schools had almost no budget and had

bad teachers as a result. Some public schools were only in session twelve weeks a year

as a result of budget cuts (Williams 84-5). This is similar to today where parents of

private schools don't vote for taxes and some school districts get their budgets

dramatically cut. Mann's opinions in school issues should be read and valued by those

on both sides of debates.

Horace Mann's contributions to the school system are boundless. Many of his ideas

are now incorporated into our schools. His ideas on many issues today still hold value.

This "Father of the American Public School" led the country into a new era of

productivity and expansion. Even while he was nearing death he still had a message for

the people. Mann delivered his own valedictory speech to the graduating class of

Antioch College two weeks before his death ("Horace"). This showed that Mann still

thought that progress should be made and that he should not be the end of reform and

change. Mann wanted the student of his college to go out, and win their own "victory

for humanity."

Works Cited

Cremin, Lawrence A. "Horace Mann's Legacy." Editorial. The Republic and the

School. Ed. Lawrence A. Cremin. By Horace Mann. New York: Columbia

UP, 1957.

"History of Education." Britannica Online. http://www.eb.com:180/cgi-bin/

g?DocF=macro/5002/2/160.html (26 Apr. 1997).

"Horace Mann." Britannica Online. http://www.eb.com:180/cgi-bin/

g?DocF=micro/372/73.html (26 Apr. 1997).

Mann, Horace. The Republic and the School. Ed. Lawrence A. Cremin. New York:

Columbia UP, 1957.

Messerli, Jonathan. Horace Mann. New York: Random, 1971.

Morgan, Joy Elmer. Horace Mann at Antioch. Washington D.C.: NEA, 1938.

Tharp, Louise Hall. Until Victory: Horace Ma