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Essay / Research Paper Abstract
An 8 page research paper that examines the life and career of Horace Mann, the nineteenth century Massachusetts educator who campaigned tirelessly and eloquently for public education. Mann is regarded as being largely responsible for the public school system as it exists today. The writer argues that an examination of Mann's life and teaching philosophy demonstrates that much of what he advocated for public education is still applicable to today's school systems. Bibliography lists 6 sources.
Page Count:
8 pages (~225 words per page)
File: D0_khhmann.rtf
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Unformatted sample text from the term paper:
Massachusetts educator who campaigned tirelessly and eloquently for public education. As this fact suggests, Mann is regarded as being largely responsible for the public school system as it exists today.
While much as changed since the nineteenth century and the public school system has come under attack in recent decades, an examination of Manns life and teaching philosophy demonstrates that
much of what he advocated for public education is still applicable to todays school systems. Horace Mann was born in Franklin, Massachusetts on May 4, 1796 to a poor
farming family. His formal schooling was limited to roughly three months of instruction each year (Horace Mann, no date). However, Mann educated himself sufficiently by reading books from
the town library that he was able to enter Brown University at the sophomore level (Eakin, 2000). Prior to becoming a zealous advocate of public education, Mann was a successful
lawyer and a representative to the Massachusetts legislature (Eakin, 2000). In 1837, Edward Everett, a strong proponent of public education, was elected governor of Massachusetts, he persuaded Mann, who
was by then the president of the state senate and also a friend of the governor, to support a bill to establish a state board of education. The board was
empowered to appoint a secretary to carry out its mission and Mann accepted this position (Eakin, 2000). Although Massachusetts had laws regarding mandatory public education since the seventeenth century,
by the nineteenth century, these schools still offered only the bare minimum of education and often only to families that could pay yearly fees. School terms were only a few
weeks long, absenteeism was high, there were no common textbooks, and teachers were young, inexperienced and untrained (Eakin, 2000). Wealthy families either hired tutors or sent their children to private
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