Education and Democratic Ideals

Formal, public education is deeply rooted in the democratic ideals of a newly formed nation. This new nation of the 1800’s was a nation of immigrants having little in common culturally, and no particular allegiance to the nation that had become their home. There was a need to unite these people as Americans. In addition to these factors, another major influence would arise with a great transition. American society was rapidly becoming more urban and more industrial as the 19th century progressed. The democratic ideal, nationalism, and transitions in society continue to be major influences on education today.

As John Dewy (1937) wrote, “Our public school system was founded in the name of equity of opportunity for all, independent of birth, economic status, race, creed, or color” (p. 340). Equal opportunity and access are at the heart of the educational system. This tradition runs through the system as strongly as it did a century ago. The concept of each person bearing his or her own fair share for the cost of education as well as having a vote on the amount that fair share represents are examples of this democratic ideal. The concept of equity also comes to mind when thinking of education reform here in the State of Vermont in the 1990’s. The law, Act 60, was designed to create an equal education experience for students in communities around the state through a complex funding formula. Although the aim of equity of opportunity is democratic in nature, many have criticized the resulting property tax increases that have come to many communities.

Throughout history schools have served as centers of communities hosting civic events and promoting the sharing of ideas. This sharing of ideas is a centerpiece shared by both education and democracy. As Dewy (1937) wrote, “democracy means voluntary choice, based on an intelligence that is the outcome of free association and communication with others”(p. 341). Ideally the classroom is a place where the ideas of all individuals are shared and discussed so that students learn to form opinions and make well-reasoned decisions.

Yet another major influence on American public education comes from factors associated with nationalism. It is said we are a nation of immigrants and as Noah Webster observed in 1783, that people were not born with a loyalty to their new country, there would need to be a uniting force to accomplish national identity in the minds of citizens (The District School, p. 68). The tool that would be used to inspire nationalism was language. Webster’s Blue Back Speller was put into use within countless schools to teach this new American Language (The District School, p. 68). Much of the common American speech today was impacted by the work of Noah Webster who recognized, “A national language is a band of national union” (p 73).

The influence of nationalism is still alive and well in American schools today. On a very basic level, saying the Pledge of Allegiance is done in most every school each day. In my situation as a classroom teacher, I am required to lead this activity. Because I teach social studies, I have made a point of teaching students what it means. Beyond the pledge, nationalism is embedded in the curriculum in countless ways, from a “Constitution Day” required by federal law to language found in writing prompts and educational materials. I do feel nationalism is positive in many ways, but believe it is important for all students to have free and open access to information representing all points of view.

The early 1800’s brought major changes to the United States. The transformation was from a nation of rural, agricultural areas to urban, industrial areas. This rise of industry required workers and citizens to have new and different skills than before. In the push to create common schools a century ago Mann encountered resistance from people who favored local control of schools. “Mann softened their opposition by convincing these people that a common school would provide all children with the knowledge and skills necessary for success in this new industrialized world of the 19th century United States” (Horace Mann, p.80).

Today similar arguments are made regarding a technology revolution in our society. Even as I write this reflective essay, President Bush as well as his Democratic rivals speak of education reform, which will lead to students of today being ready to fill the high tech jobs of tomorrow (Bush 2006, January 31).

My experience teaching in public schools leads me to believe that mathematics and language arts are given the highest priority. Government mandated testing in these subjects has led schools to limit funding, classroom time and human resources in other areas. In my school first through sixth grade students only have half a year of social studies and only 8 weeks of computer. At the same time teachers of all grade levels are required to teach math for an hour each day. President Bush and others have suggested that technology is the key to the skilled labor of the future. Perhaps the strong push of mathematics in the last several years is a result of the technology revolution. I have not yet seen the same emphasis placed on technology or integration programs in K-12 schools.

Although more than 200 years have passed since the formative years of public education many of the same influences remain today. The democratic ideal, forces of nationalism, and changes in society continue to drive the education system. Many of these influences have manifested themselves throughout the years through the actions of our government.