by Clint Holden
(reprinted with permission from SchoolRIGHT.com – original publish date October 2009)
This article attempts to timeline some significant curricular changes in the history of American education from the 17th century to present.
It was in the early 1600′s Puritan families were concerned with the thoughts that someday their trained and learned leaders would be no more. This caused them to put their first major stress on secondary and higher learning. This stress caused the establishment of the first Latin Grammar School, established in Boston, in 1635. The study of Latin and Greek and their literatures was blended with the religious denominationalism coming from the heritage of the Protestant Reformation. The schools taught reading, writing, and arithmetic. The purpose of these Grammar Schools was to prepare the boys for the entrance test for Harvard College. Thus, there was great concern placed upon the ability to read and speak Greek and Latin. The Bible stimulated many a day in school.
The New England Primer followed with a tradition of combining the study of the alphabet with Bible reading. It introduced each alphabet letter in a religious phrase and then illustrated the phrase with a woodcut. The primer also contained a catechism of religious questions and answers. Emphasis was placed on fear of sin, God’s punishment, and the fact that all people would have to face death.
During colonial times, schooling was left up to each of the colonies individually. The Middle Colonies policies were that of parochial education. Schools were primarily for educating the children with powerful minds to become ministers, priests, or hold good offices.
In an effort to consolidate schools and make education mandatory, Congress enacted the Land Ordinance of 1785. This ordinance set aside that every township in the new Western Territory should maintain a system of public schools. Public schools were organized to corral the best minds for training for public leadership.
Two years later came the Northwest Ordinance of 1787. The main point of this document stated that education was necessary to become a good citizen and to have a strong government. Children were encouraged to go to school; however religion was not specifically to be part of the curriculum. Schools began teaching more that just religion, reading, and spelling. Sciences were part of the new curriculum. Thus, the federal government was able to create a public school system furnished to all children, especially in the new and ever growing West.
In the early 1800′s, the foundation of education was considered as reading, writing, arithmetic, and Bible study. These subjects were the main focus of the curriculum. During this time period, schools began testing their students in a uniform way using oral exams. The New York State college exam system began. The new system guaranteed access to college-prep curriculum for all students.
In 1874, Samuel King, Portland, Maine’s Superintendent of schools, created a uniform curriculum for the schools. He wrote a test to measure student achievement in learning the curriculum and pedagogical progressives were prominent in curriculum studies. Their ideals favored more informal, student centered, active learning with a more human character (1883). In the last decade of the 1800’s, many curriculum thinkers pressed for universal schooling. Horace Mann and Henry Barnard were some of the most prominent thinkers in the field of curriculum studies. Jean Piaget, a prominent thinker in educational psychology, introduced the use of schemas, experience, and play in education. His focus was decidedly bent toward active learning rather than passive.
1900′s to Present
Perhaps some of the most exciting events concerning curriculum happened during the 1900’s. There was advancement in standardized testing, as in the SAT, and ITBS, as well as an increased emphasis in mathematics and science studies. Curriculum theorists became widely recognized in educational circles. Theories such as Bloom’s Taxonomy were developed.
In 1910, the New York State Department of Education issued a 256-page syllabus for elementary education. This was the first time that the curriculum was standardized throughout the state. Likewise, in 1915, eight states enacted physical education laws due to concerns that were raised from World War I. The U.S. wanted to ensure that all men were prepared for battle. 1931 saw Virginia implement a new statewide curriculum that included a more modern approach to teaching. It was collaborative amongst administrators, teachers and scholars. In 1934, however, they revised their course of study, organizing it around the purposes of schooling. This move (seen as a great improvement) increased awareness regarding protection of life, consumption of goods, extension of freedom, and expression of religious impulses.
The mid 1900’s saw a move toward a child-centered type of education. This meant smaller class sizes and education centered on activities for children. This French style of education allowed only 25 students to a class and grades became sequential from kindergarten through the twelfth grade. During this time, science and math studies became a priority in curriculum development. As television was introduced in 1950, it was used in education. Many had hoped it would replace the classroom teacher. Obviously, that plan did not work.
In 1957, the launch of SPUTNIK I caused many educational concerns and forced American schools to reevaluate its curriculum. The National Defense Education Act (NDEA) called upon the National Science Foundation (NSF) to restructure curriculum in mathematics, science and foreign language.
The mid 1960′s saw a flurry of angry young educators writing about their experiences. They sought to revive education practices such as, project learning, narrative report cards, individual/small group instruction, student involvement in choosing activities, integrated curriculum, and open education.
In the latter part of the 20th century, the educational system began showing signs of overgrowth and confusion. A national summit took place where Governors and education leaders worked toward a set of goals for the nations schools. The goals included a want for U.S. students to be the top in math & science. These goals were later translated into standards and in 1990 curriculum became connected to the mandatory standardized testing called the SAT 9. Texas introduced the Texas Assessment of Academic Skills, known as the TAAS, which laid out consequences for everyone in schools, including students, teachers, administrators, and board members.
Finally, common day educators have experienced increased pressure to raise standardized tests scores in the midst of second language learners, and the absence of the nuclear family. One of the most significant and recent curricular developments is the initiative by President Bush known as, No Child Left Behind. Among many new requirements, this program calls for increased requirements for teacher preparation and credentialing as well as 100% passage of standardized tests.
The next decades will invariably bring additional change, opportunity and challenge. As we learn from our past, it will be important to not shy away from our future.
