Lawrence High School - Lawrencian Yearbook (Falmouth, MA)

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Lawrence High School 13 In the nineteenth century, after the War of 1812, a wave of patri- otic and national enthusiasm swept over the country. Citizens de- manded reform, changes, and im- provements. Further attempts were made to introduce the study of American history into the public schools, but the process was very slow and only moderate success was attained. Most of the schools still specialized in the classical history, and American history was still lacking. Horace Mann and His Influence on History In the year 1837, after repeated attempts to gain state supervision for the schools, the Massachusetts Board of Education was created by the legislature. Horace Mann, in after years referred to as the Fath- er of the American Public Schools, was appointed as Secretary of the Board. With the appointment of Mann as Secretary, a position that he soon elevated to one of great importance, our subject gained a great champion and defender. To create the idealism and na- tional destiny necessary to a na- tional union, Horace Mann urged that history, especially that of the United States and the Federal Con- stitution, be introduced into the schools. He urged that children be taught the story of their own coun- try so they would be better able to understand its form of government and uphold its high ideals. He strongly advocated that all schools include complete history courses be- cause he sincerely believed that the study of history provided for ' a fuller and more purposeful life. His suggestions were gradually accepted, and thus the subject of history, in- cluding the new American history, was given a position of far greater importance in the schools. By the time of the Civil War, history had gained natural recognition and was gradually being accepted in the regular school curriculum. History Today History now occupies a central place in the social studies program of the secondary school of today. It is taught in every secondary school in the United States and re- cognized all over the world as being essential to a complete educational system. We have at present a concept much more broad, far-reaching, and inclusive than that of the past. We no longer study it for its political value alone. We study it because it portrays, in addition, the econ- omic, social, and cultural life of mankind. We study it because it concerns the history of the masses of people, as well as the history of monarchs and classes. The principal reason for this new and better conception of our sub- ject is due, primarily, to the dras- tic change in the people as a whole, from a spirit of personal and in- dividual freedom to a spirit of na- tionalism. This nationalistic or co- operative change has expanded, broadened, and enlarged our views on the purpose and means of edu- cation. Accordingly history in the sec- ondary schools today includes econ- omic, social, industrial, scientific, and cultural aspects. The courses include United States history, Eng- lish history, Roman antiquities, Greek antiquities, world or general history, mythology, and ecclesiasti- cal history. Conclusion Educators believe today, in ac- cordance with Horace Mann, their