History of education in the United States

The origins, development, and nature of the institutions and other forms of learning in the United States are closely intertwined with the overall historical development of American society at each period in its history. Three main phases of this development can be distinguished with the usual caveat that there is no sharp delineating boundary between successive phases.

In the Colonial period, in keeping with the intellectual inheritance of the Protestant Reformation, education at all levels was closely linked to the church. The teaching of basic literacy skills was undertaken on a wide front so that the inidivdual Christian would be able to read for himself the Bible and other Christian works. The inculcation of a good Christian character was the central purpose of the enterprise. The qintessential text for young children during this period was the New England Primer which conbined basic instruction for beginning readers with Church service material and a catechism.

In the years following the American Revolution a new purpose began to emerge, ultimately to dominate education for most of the 19th cnetury. It was felt that the experiment in self-government which the new Republic represented required an educated citizenry capable of effectively exercising the rights and duties of citizenship. In keeping with the Enlightenment ideals present at the time of the Revolution, the purpose of education was now seen as the development of the intellectual capacities of the learner. It was during this period of time that the first steps were taken towards the establishment of mass compulsory schooling.

Beginning in the late 19th and early 20th centuries, and extending to the middle of the latter, American education was transformed once again. Dubbed by one major writer the "Metropolitan Experience", the main function of the educational system came to be seen as the preparation of the youth of the nation for roles in the rapidly developing industrial / technological society. This was accompanied by the nationwide extension of the system of mass compulsory schooling, the lengthening of the school day and year, an extension of the age limits of compulsory schooling both upwards and downwards, as well as the centralization of the entire process in large, consolidated schools.