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The Origins of Professional Schoolmen, 1820-1900. INSTITUTION National Acadtmy of Sciencgs - National Research Council, Washington, DI C DOCUMENT RESUME ED 111 722 SQ 0'08 561 AUTHOR Mattingly, Paul H. TITLE The Origins of Professional Schoolmen, 1820-1900. INSTITUTION National Acadtmy of Sciencgs - National Research Council, Washington, DI C. Committee on Hasid, , Research'in Education. SPONS AGENCY Office of Education (DREW), Washington, D.C. BUREAU. NO BR-1-0530B. PUB-DATE Aug 72 GRANT' OEG-2-71-0530 NOTE 493p. EDRS PRICE MF-$0.92 HC-$24.75'Plus Postage DESCRIPTORS *Educational History; *Fqundations of Education; Primary Sources; *Schools of Education; School Superintendents; l*Social History; Teacher Asdociations; *Teacher Education; Teacher Educators; Teachers Colleges; United States History IDENTIFIERS *American Institute of Instruction 4 ABSTRACT This research into American social history examines education41 institutions and educatOrs of the 19th century. The central organization of the study is the American' Institute of " Instruction, founded-in830. and surviving until 108. This organization provided a medium for discussion and examination of significant educational Axperimentsin 'the 19th centry. The author explores the educational institut4ons which sent members to the Institdte, discusses the many teachers and professors. associated. with it, and examines its roles and functions. Other topics discussed include the emergence of the teacher as professional, teacher education, national, and local school associations°, and the school 'superintbndellit rol. These increasingly specialized areas of education made the Institute largely ineffective in the early 20th . century. (Author/RM) - t Qi ************************************ Documents acquired by ERIC 4nludg many informal unpublished * materials not mailable from othr sources. ERIC makes every effort * * to obtain the best copy availabl . nevertheless, items of marginal * * reproducibility are often encountered and this affects the Miality * * of the microfiche and hardcopy reproductions ERIC makes available * * vi the ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions * pplied by EDRS are the best that can be made from the oriqifialt * **************************************************,******************* . hh o. U.S. DEPARTMENT OF-Him.TH. EDUCATION WWELFARE Grant No. -0EG-:2-71-0530 rikrioNad. INSTITUTE OF EDUCATION Project No. 1-9530B THIS DOCUMENT HAS BEEN REPRO. OUCEO EXACTLY AS RgcEiveo FROM THE PERSON OR ORGANIZATION ORIGIN ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE. SENT OFFICIAL NATIONAL INSTITUTE OF EOUCATION POSITION OR POLI.BY. TIE ORIGINS OF PROFESSIOJALSCHOOLMEN, 1820 1900 .by liAUT., H. MATTINGLY NEW YORK UNIVERSITY Washington Square, New York,New York:10003. C , . i0 The research presented herein , .V1 conforms to a contract withthe Office of Education, 4.T. S. Departmentof Health, Education, and Welfare. ini Contractors undertakingsuch projects under. Governmentsponsor hip are encouraged-to express freelytheir professional, judgmentin the conduct of the project.Points of viewor opinions stated do not, there- fore, .necessarilyrepresent official Office of Education policy. 0 position or . AUGUST 1972 U. S. DEPARTMENTOF HEALTH, EDUCATION AND WELFARE Office sof Education .. National Research Council 4 Committee on Basic ResAarchin Education 00002 I - / , \ , rir "`" -*7-371t,r **-- :47.7' 773717 '" ./.4i '' r 'i t -:,1 ....,_ 1' , v 9 . f I .0. THE ORIGINS OF PROFESSIONAL SCHOOLMEN 1820-1900 O Paul H. Mattingly ^ ct 00003 f -T41-7 -1 , :IT(Ttirrr":. r, e I r 1.1 a f - r 4 INTRODUCTION Very few studies in American social 'history have examined institutional transforjnation. There are, of course, numerous . - studies of particular,institutibns, usually highly detailed celebra- \ tions of various direCtors and their administiations. The Centennial f histories of universities, colleges nd other schools. are merely out- standing examples of this tradition of historical writing. Such ac- counts inevitably prefer the details and personalities associated with, an organization rather than the institution as a,. peculiar historical phenomenon. This study attempted to puttogether he details of one such past organization ,and to use it to shed some light on the pro- fessfonal schoolmen of the nineteenth century, The central organization in this study'is the Arneriown Institute of Instruction, founded in 1830 and surviviz(g until 1908. The Institute began as a voluntary association and aspired to a national influence. It attracted schoolmen from all the ranks and levels of teaching and provided a backdrop for assessing the merits and power of intra- professional groups.In 'order to discover its peculiar plan and func- tion I attempted further to ex, lore the institutions which sent mem--,, , bers to the Institute.The graph on the next page becieni then more than a skeleton of the institute's historical shape; it became the pivotal context for selecting, analyzing and interpreting the nature of the other 00004 .... 41.1., ,Itf., It, ,., Mc; ; I ; 0.0414 .z., 1., :MO 1,1,1,11.9.1... "4,4446....r -12:4-eo- prt..i. 4. or.V.- .....i. ce t4 .4... .....1'. ..... ..11. .vii * , 4 44.17 4 ... A . "...'-a'.. ... ' ., F. 4 434 0 0 d .r . r-- 47. , C i" t "--..,......... -4- i..-..t- ' C t- C tr. C r .-t.. ; = T__ . t-r-- 4 ' 1 !'.? 4 . t -.- ..- L ' Oa I - . t t-r-. , .7 1- 6\1 1 --'- 1 i- ` C:* ; i i 1 1'4 r fr..: P4 .......A. :- -1 ,...i.. ,.....t...: BASED ON THE STATISTICS ... ...__..' T-1- 1 - I Air.T, 478. - n I ; 't I.!. i ,. ,,,, . l : - - t Z0 p ! . , .! 1 a I ....7 1 4 1.0.-4.--..-1- ... .... r 1 i vii . I crt - -- 4- -t-..-- -.4-: x 1.-' -I- - 8 i -- i- -,. I 4I- .....i L......_ 1 I. 14 4 [1 [J .1 : l 1 , i e- T 4 00005HON (.L 53.:V.InS B -:401135 SSOLIO .il. ,1/4 ore .0 VIatd 0 t-i 04V Vea .professional institutions allied to the Institute'-- the lyceum, the. 44, academy, the teachetr!s instlitute, thenational association, and the-. normal sclaool.k sC.. The. selection -of the American Instituteof Instruction mademy historical focus the interrelatibonships among various professional, I 4 , institutions. .GenOrally,sp9alsing, the graphof Institute.biembers i 17 1 . , a drariaatized several important patterns.Perhaps most important . 1 the rhietoric of harmony and solidarity' © .. .....,; ., --s6 repetitiou's and so ubi.-2 . fi quitOus-an the schoOlrnen's literature ,-.:.,reflected a reality and ;riot b" '5 . %.,. , I simply a vain hope' through the period a between 1840and 1880. More- .- . 6 A o p over, schoolmen-v- on the elementaiy levels of inithctionparticipated .,7 . ' - .5 in and were served by the professionalinstitutions until the 1870's ,.. when tile prsfession becane.predominantly feniale. By the 1900's ,. , . the twentieth: century stratification-- superintendent, public gram- mar and high school and the privateor highly selective schools had appeare'd undeniably, andwere novel arrangements in schoqlmen's 4 rianks.These',,6.nd other patternstransformed the Anierican Institute of Instructions ankthe teaching professionseveral times before caus- ing the dramatic changes wpich ended thecontributioh of the nine- o . a r teenth century association entirely. The natureof these changes has PecOme an intimaterleature, ofthe a."' nalysis of the -Institute.a.nd the profeisiobal s'chooline'n in the eteenth century. This' history has tried-to'reveal the nati.ii"..e of the 'Institute by, J examining the realignment's of its.parts over time.In a ,sense, . relyslieavily on the assumption that these realignrrients could have-. been otherwise, that they need not have developed in the partiou-' lar way'they did. As a consequence, the underlying norms and poli.-. cies at crucial turning points have necessitated two additional con- / cerns. -First; the offibial and unofficial rationales of pertinent ..,..groups a:nd individuals.have highlighted the role of, ideas.Ideas have been examined then as histoAcal facts and institutional pheno-. t, :,j" mena theiEselves and not exclusively, as pragmatic istorians have 1) v it:. sevidence with 'lesser authority than hard facts.k Secondly, inch- . vidual participants in historical change have- become more. rather than less important because.ofthis interweaving of ideas'and insti- tutions.In the context of broader intellectual and structural'. patterns the role of .choice -- whic'h so intrigued the thinking men .of the nine- a ° teenth century, often becomes totally obscure in'soeial and institu- tional kistory. Changes appear to follavy from impersonal causes. Here, instead, individuals play key roles in the determination of holw a voluntary or involuntary certain shifts have been. To the extent that individual careers follow or depart from established tradition, one . can assess rattler precisely the relative roles of men, ideas'and insti- . 4:4 The dominant characteristic oPthe Americgn Insitute of In- .. # struction as a.profeszional association T- the characteristic which iv 00001 insured its demise in the twentieth century-- was itsunspecialized :4 and non-exclusive pretensions,It proposed to give all,ideas a hear- ing and to receive representatives of all types of chools. Vxpected- . .ly the maintenance of a'working harrb.ony and coop eratipmbecameits doihinant problem. Out of this ongoing ' difficulty- developed thefunction- al preferences for cer tan educational. and social Values. ) , The all- pervasive feature of these values whatever their particular beha- b 4 o *4:" vioraland rhetorical forms over these years =- stemmed from the evangelical oriins of teaching
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