NEA, compulsory attendance laws, socialist nature of American school model. School choice and private school history; Homeschooling statistics.

1. American
Compulsory
Schooling
6/1/2014
WELL440; Professor Ruiz
1
Linda Hickling

2. Introduction
 History
 Timeline
 US Education Philosophy
 Prominent Leaders of Cause
 Relevant Research
 Alternatives
 Support for Peaceful Non-Compliance
 Conscientious Parents
 Constitutional Administrators
 Whistleblowers
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3. Profile of American Citizenry
 US Census data 1850: 1 in 10 Illiterate
 2012: US students are far out ranked:
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6. American Dream ???
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7. Critical Legislation
 1642 Massachusetts…..”make certain their
charges could understand the principles of
religion and laws of the commonwealth….”
 1821 first public high school in Boston
 1851 MA passes first compulsory law to ensure
that children of poor immigrants get "civilized"
and learn obedience.
 1826 MA & CT mandate local school
committees be created
 1827 MA mandates public high schools
 1857 NEA created Review
 1913 all states require school attendance
 1917 NEA organizes students into 4 categories
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8. John Locke, British 1632-1704
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 the development of self-
discipline through esteem
and disgrace rather than
force or reward;
 the significance of
developing a good
character; and
 the importance of
developing reason in a
child by treating the child
as a rational entity.

9. Inspired by Friedrich
Froebel's kindergarten
work in Germany, she
opened the nation's first
formal kindergarten in
Boston in 1860.
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(1804-1894)
Transcendentalist

10. Friedrich Froebel 1782 - 1852
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Friedrich Froebel, well before Darwin, not only held to cosmic
evolution but saw education as a major element in that
continuing process. For Froebel, the entire universe was a
“…living, evolving organism, the unity of which is called God.”
In the classic definition of German political
thought, economist Karl Marx’ modern concept
of social class emerged during the nineteenth
century. Progressives sought to weed out
inferiority by first separating lesser genetic
populations.

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During the twentieth century, private interests drove
education reform movements. From Chicago, Jane
Addams built broad, elite support for an agenda of
ending child labor and increasing the years of
mandatory schooling. Politicians and school
administrators implemented complex new evaluation
systems to rank pupils. IQ tests developed a so-called
“social efficiency” agenda that consigned many female,
non-white and working class students to courses in non-
academic, occupational directives. Tracking became the
norm by 1932.
Testing, Ranking, Reform, Reporting

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Post
Civil War
1865-1899

13. A Wish to Help
“HAVES”
“HAVE NOTS”
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14. 14
Pre-Depression Era, 1900-1930

15. Compulsory (Controversial ?)
Education Laws:
 1790 PA: State calls for education for
poor; wealthy will provide for their own
 1805 NY: Lancasterian Model, discipline &
obedience as workers need
 1817 Boston, MA: Taxes are contentiously
called for to fund public schools
 1922 OR: Political (KKK initiative; Intended to shut
down Catholic Schools) mandate for all children
to attend Public schools. Struck down 1925
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16. Lancasterian Society
Qui docet, discit - He who teaches, learns
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The method of instruction and delivery is recursive. As one
student learns the material he or she is rewarded for successfully
passing on that information to the next pupil. This method is now
commonly known as peer tutoring.

17. Progressive Ideology
 In order to make sure that the independence
of the one-room schoolhouse and the
penchant for communities to hire their own
independent teachers would cease, the
Carnegie group instituted the concept of
"teacher certification" - a process controlled
by the teaching colleges under Carnegie and
Rockefeller control.
 Americans were not aware that the
Communist revolutions were funded from the
United States. (Union Membership Dues)
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18. NEA’s Caste System 1917
 College Preparatory
 Business/Commercial Track
 Vocational/Industrial/Agricultural/Home Economics
 Modified Academic for “terminal students…”
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The school as most of us know it, was an invention of the late 19th
century. It was created to provide a skilled workforce for the new
society. Mass education for mass manufacturing...

19. Woodrow Wilson 1909
 President of Princeton University, speaking
to the New York City High School Teachers
Association: “We want one class of
persons to have a liberal education, and
we want another class of persons, a very
much larger class, of necessity, in every
society, to forego the privilege of a liberal
education and fit themselves to perform
specific difficult manual tasks.”
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20. John Dewey,
1859 – 1952 Socialist
 Visited the Soviet Union in 1928 and
observed schools in the USSR. He based
many of his recommendations for
American education on the Soviet model.
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Secretary Of Education
“Humanists without a God” 1933 Humanist
Manifesto co-author

21. "The second quarter of the nineteenth century may be said to have
witnessed the battle for tax supported, publicly controlled and directed and
non-sectarian common schools. In 1825 such schools were a distant hope of
statesmen and reformers; in 1850 they were becoming an actuality in almost
every Northern State. The twenty-five years intervening marked a period of
public agitation and educational propaganda; of many hard legislative fights;
of a struggle to secure desired legislation, and then to hold what had been
secured; of may bitter contests with church and private school interests,
which felt that their "vested rights" were being taken away from them; and of
occasional referenda in which the people were asked, at the next election, to
advise the legislature as to what to do. Excepting for the battle for the abolition
of slavery, perhaps no question has been before the American people for
settlement which caused so much feeling or aroused such bitter antagonism.
Old friends and business associates parted company on the question, lodges
were forced to taboo the subject to avoid disruptions, ministers and their
congregations often quarreled over the question of free schools, and
politicians avoided the topic. The friends of free schools were at first commonly
regarded as fanatics, dangerous to the State, and the opponents of free
schools were considered by them as old-time conservatives or as selfish
members of society."
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Ellwood P. Chubberly 1919

22. 1946 UNESCO
World Organization of the Teaching Profession
 NEA-UN blueprint for "lifelong learning"
calls for a world-wide system of global
standards and manipulative programs
that would conform human resources of
every age to its totalitarian aims.
 ONE WORLD ORDER (The bible warns of this.)
 33rd President Harry S. Truman warned Americans of
Communism as a threat
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23. LBJ’s War on Poverty, 1965
 Elementary & Secondary Education Act
 Federal Government now provides funds
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Not only is this unconstitutional, it creates bureaucracy and corruption.

24. Department of Education
 Department of Health, Education & Welfare
 1980 New Mega-Powerhouse Cabinet Department
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25. Educational
CHOICES outside Home
Private, Independent
 Tuition
 Competitive
 Religious options
 Specialization
 Exclusivity
Public, Charter
 Competitive
 Transportation
 No Tuition
 Secular
 Convenience
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26. Educational Philosophies
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• Judeo-Christian: Tradition of Self-Reliance
• Freesoil (Independence) vs.
Mudsill (Subjugation)
• Progressivism: Evolutionary Bias

27. 15 FAMOUS PEOPLE WHO NEVER GRADUATED FROM GRADE
SCHOOL: Andrew Carnegie, Charlie Chaplin, Buffalo Bill
Cody, Noel Coward, Charles Dickens, Isadora Duncan,
Thomas Edison, Samuel Gompers, Maksim Gorky, Claude
Monet, Sean O’Casey, Alfred E. Smith, John Philip Sousa,
Henry M. Stanley, Mark Twain
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28. 1858: S.C. Senator
James Henry Hammond
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30. A. Lincoln 1859 Speech to
Wisconsin Agricultural Society
 “……the goal of government planning
should be independent livelihoods”.
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31. Horace Mann, 1796-1859
Progressive Politician Educational Reformer
 Secretary of MA
Board of Education
 1837, assures
Board that the
public schools will
regularly use the
Protestant Bible
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1791: Priority for Citizen’s Independence

33. Support of Family Independence
• Private Schools
- 1751 Ben Franklin Philadelphia Academy
- Wealthy Parents Provide for Education
- Children are Expected to Live at same Social Class Level
• Homeschooling Tradition
First Settlers Educated Children at
Home
No Expectation of Help from Society
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“PERMISSIVE” ERA
During the stage,
government permits
the organization of public
schools subject to the approval
of local voters .
Marked by complete parental
authority
1642 - 1825

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“ENCOURAGING” ERA
During this stage, government explicitly
encourages the establishment
of school districts and raising of
tax revenues to support them.
However, government did not
require the establishment of
Schools.
Marked by parental authority; children
were not compelled to attend a
public school.
1826 - 1850

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“COMPULSORY” ERA
During this stage,
government compels
the establishment of school
districts, taxation for
government schools,
curriculum and structure, and
children’s school attendance.
Marked by decline of parental authority;
children of certain ages compelled to
attend school. (For a brief period in
some states, it was illegal for children to
attend non-government schools, even if
parents could afford to pay tuition.)
1855 - 1975

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38. COMMON CORE
 Gates previously partnered
with UNESCO to bring a
master curriculum worldwide
in his “Education For All”
program. Gates openly
values extreme
socialism and says that it’s
much better than American
constitutional government.
Gates says, “We’ll only know
this works when the
curriculum and the tests are
aligned to these standards.”
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Pearson’s CEA is Sir Michael
Barber, a man whose
company colludes with governments
worldwide in public-private-
partnerships (soft fascism) and
believes that children’s data should
be gathered on a global scale.

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“FREEDOM OR SCHOOL CHOICE”
ERA
During this stage, education options for
children expand through
homeschooling, vouchers,
tuition tax credits, scholarship
tax credits, education
deductions, and charter
schools.
Marked by increased parental authority
and options
1980 - present

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41. Homeschool History
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1 – Learning is more about self-discovery than dry textbooks.
2 – Creating a spark in our child is the driving factor – seeing it ignite – the reward.
3 – Socialization is a natural process that doesn’t require force.
4 – Learning gaps are pinholes in education, not canyons of ineptitude.
5 – Encouragement takes children places they never believed they could go. Criticism stops
them dead in their tracks.
6 – Success doesn’t happen overnight, but a good attitude keeps you strong along the way.
7 – Keeping the schedule flexible prevents burnout for both parent and child.
8 – Freedom is a gift that should be used, never abused.
9 – Promote independence, even at an early age. Remember, life skills are as important, if not
more, than subject mastery.
10 – Remember that anyone can teach. But awaken?That’s the prize.
HOMESCHOOLING PRINCIPLES

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51. PUBLIC PERCEPTION
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