Horace Mann

Horace Mann, also known as the “Father of the Common School Movement,” has made a large impression on American politics and education. Born in Franklin, Massachusetts on May 4, 1796 (timetoast), he could only have dreamt about the accomplishments he made throughout his lifetime. Though he passed away on August 2, 1859, his legacy will continue to shape free public education reform today. As a member of the Whig Party and supporter of the Anti-slavery movement, Mann passionately advocated that, universally, the common school should be free, public, and nonreligious in hopes of deeming all Americans the right to the best education for their own futures.

Mann’s upbringing and background in politics had a great influence on his ideals in which to reform education and create a free, universal public education system in the states. Raised in a large family where money was tight, Horace understood that to be successful and provide for his family, he would have to create a life for himself outside of poverty. The key to overcoming hard times was to be educated. Mann saw a bright future ahead of himself and was determined to go to University. With hard work and dedication, he was accepted into Brown University at the age of twenty. This new elite academic lifestyle only solidified his views. He was intrigued by politics and social and education reform. His goal was to “better mankind” (Biography.com) and did his part by practicing law and later holding a seat for the Massachusetts House of Representatives, where he served from 1827 to 1833.

Career Timeline

• 1823-1837 Practiced law in Massachusetts
• 1827-1833 Served as a representative in the Massachusetts state legislature
• 1833-1837 Served as Massachusetts state senator, during which time he signed into law the bill that created the first state board of education in the United States
• 1837-1848 Served as secretary to the Massachusetts board of education
• 1837-1848 Published influential annual reports on education
• 1838 Founded and edited the Common School Journal
• 1839 Established the first school for teacher education in the United States
• 1843 Visited Europe and observed educational methods and conditions
• 1848-1853 Served as a member of the U.S. House of Representatives
• 1853-1859 Served as president of Antioch College in Yellow Springs, Ohio (now part of Antioch University)

The spark that ignited for Mann’s need for education reform occurred from 1835 to 1837 while Mann served in the Massachusetts Senate. The state’s education system had been suffering for almost two hundred years at this point, and Mann wanted to put an end to it. He saw that, much like himself who was self-taught, people wanted and deserved better public education. Serving in the state’s Senate allowed him to work with and observe numerous circumstances in the community and at the state level that influenced his opinions on the matter. Local tax money dollars were used to provide for teacher and administration salaries, supplies, and other costs that pertained to the betterment of education (Jonathan Messerli).
During his last year holding a Senate seat, Mann created America’s first Board of Education and he was honored to be its secretary. The Board of Education received little funding but immense support. Mann served his time by being a devout moral leader, encouraging a positive change in the society’s education. The following year, he published a biweekly journal aimed for teaches titled Common School Journal.

The journal touched on a wide variety of topics relating to philosophy of education and pedagogy, and listed Mann’s six main principles of education: (1) that a republic cannot long remain ignorant and free, hence the necessity of universal popular 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 harsh pedagogy in the classroom; and (6) that such education can be provided only by well-trained, professional teachers (Lawrence A. Cremin).

Horace Mann was a believer in the teaching of "practical" knowledge. As Secretary of Education in Massachusetts Mann chose books that maintained a neutral view of politics and religion. "He rejected the stories of Nathaniel Hawthorne, saying” we want something nearer to duty and business." Even as a father he forbid the reading of fairy tales to his children as the wonders of the natural world had enough to captivate their imagination.
Mann placed a great emphasis on training teachers to teach. Mann wrote in his First Annual Report that "teaching is the most difficult of all arts and the profoundest of all sciences." And in Mann's Fourth Annual Report he stated that " they need to have a repertoire of teaching techniques, not only common methods for common minds, but also peculiar methods for pupils of peculiar dispositions and temperaments."

" Mann gave equal attention to methods of teaching spelling and arithmetic, the importance of music in schools, and the content of physical education to promote healthy living habits." (GAE, pg 8)

As mentioned above though providing a moral compass for the children was seen as the most important function of the schools. Not only was it education to be an opportunity to improve one's position in life. but society as a whole.
Mann had a view of society as a group of individuals that have shared obligations. "According to the European theory, men are divided into classes, so me to toll 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" (Robert Badolato).

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