American Education, the National Experience, 1783-1876

American education, the national experience, 1783-1876 1. American education, the national experience, 1783-1876 2. Table of Contents 3. Preface 4. Introduction 5. Introduction 6. Introduction 7. Introduction 8. Introduction 9. Index American education, the national experience, 1783-1876 Cremin, Lawrence Arthur, 1925- This book was produced in EPUB format by the Internet Archive. The book pages were scanned and converted to EPUB format automatically. This process relies on optical character recognition, and is somewhat susceptible to errors. The book may not offer the correct reading sequence, and there may be weird characters, non-words, and incorrect guesses at structure. Some page numbers and headers or footers may remain from the scanned page. The process which identifies images might have found stray marks on the page which are not actually images from the book. 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Created with abbyy2epub (v.1.7.0) AMEEICANEDUCATION The National Experience 1783-1876 -i — —— ~~ Lawrence A.Cremin WINNER OF THE PULITZER PRIZE IN HISTORY HARPER TORCHBOOKS ▼ ALLEN COUNTY PUBLIC LIBRARYFORT WAYNE, INDIANA 46802 3 1833 02064 3547 3 70.9 73 CS56amCremin, Lawrence Arthur,1925-' "The richi Amer i can e due at ion, the volume- based on . national experience... i primary evidence—should command the attention of virtually anyone interested in nine-teenth-century American history." —Journal of American History "Cremin takes us through an extraordinary range of intellectual, cultural, andsocial history: ideas about learning, religious activities, the creation of schools anduniversities, voluntary associations, the education of blacks and Native Americans,language, science, newspapers, community studies, biographies of the famousand not-so-famous. The sweep is breathtaking, the writing and scholarshiperudite." —Reviews in American History "The range of sources drawn upon by the author is truly prodigious, and hismastery of them is evident in the deftness of their marshaling." —Amenca "Master educational historian Lawrence A. Cremin, the president of ColumbiaUniversity Teachers College, has chosen this huge canvas of American educa-tion—from the end of the Revolutionary War to the centennial of the Declarationof Independence—on which to paint a panoramic study, American Education: TheNational Experience, 1783- 1876. Ten years ago Dr. Crem'ms American Education: TheColonial Experience, 1607-1783 was received with critical comments such as 'monu- mental in range...tightly integrated and lucidly written...a major personal tour de/orcf...essential for any understanding of the early history of American culture.'The sequel deserves no less praise." —Change "Judicious, well-written and well-documented. It should appeal both to profes-sional historians and to lay persons." —Today's Education "While it has been traditional to equate education with formal schooling, Mr.Cremin sees it as far more inclusive. He looks at all the institutions in society thatinfluence—and so educate—people. By broadening the definition of education,he has helped start a new trend in historical research." —The Chronicle of Higher Education The National Experience1783-1876 By the same author The American Common School: An Historic Conception The Transformation of the School: Progressivismin American Education, 1876-1957 The Genius of American Exiucation The Wonderful World of Ellwood Patterson Cubberley: AnEssay in the Historiography of American Education American Education: The Colonial Experience, 1607-1783 Public Education Traditions of American Education For Jody and David Children can scarcely be fashioned to meet with our likes and our purpose.Just as God did us give them, so must we hold them and love them,Nurture and teach them to fullness and leave them to be what they are. Goethe Digitized by tlie Internet Archivein 2012 http://archive.org/details/isbn_9780061320781 CONTENTS Preface ix Introduction 1 Part I. The Kingdom of God Introduction 17 1. BENEVOLENT PIETIES 19 2. THEEVANGELICALCRUSADE 50 3. MODES OF SECTARIANISM 74 Part II. The Virtuous Republic Introduction 103 4. REPUBLICAN CIVILITIES 107 5. SYSTEMS OF SCHOOLING 148 6. EDUCATION BY COLLISION 186 7. OUTCASTS 218 Part III. The Prudent Society Introduction 249 8. PRUDENT LEARNING 253 9. THE DILEMMAS OF POPULARIZATION 29810. LEARNING AND LIVING 335 Vlll CONTENTS Part IV. An American Education Introduction 369 11. INSTITUTIONS 371 12. CONFIGURATIONS 414 13. LIVES 450 14. CHARACTERISTICS 481 Epilogue 507 Bibliographical Essay 523 Index 595 The present work is a continuation of the effort begun in AmericanEducation: The Colonial Experience, 1607-1783 (New York: Harper& Row, 1970) to present a comprehensive scholarly account of the his-tory of American education. In that volume, I traced the origins ofAmerican education to the European Renaissance, depicting the trans- plantation of educational institutions to the New World as part of thecolonizing efforts of the seventeenth and eighteenth centuries, describingthe gradual modification of those institutions under novel social andeconomic circumstances, and explicating the role of those institutions inthe movement for independence. The present volume carries the ac-count to 1876, portraying the development of an authentic Americanvernacular in education that proffered a popular paideia compoundedof evangelical pieties, democratic hopes, and utilitarian strivings, andindicating the role of that paideia in the creation of a unified Americansociety, on the one hand, and in the rending of that society by civil con-flict, on the other. A subsequent volume will carry the account to thepresent, emphasizing the transformation and proliferation of Americaneducational institutions under the influence of industrialization, urban-ization, technological innovation, and transnational expansion. As in the first volume, I have defined education broadly, as the de-liberate, systematic, and sustained effort to transmit, evoke, or acquireknowledge, values, attitudes, skills, or sensibilities, as well as any learningthat results from the effort, direct or indirect, intended or unintended.And I have paid special heed to the changing configurations of educa-tion in nineteenth- century America—particularly the growing signifi-cance of schools, newspapers, and voluntary associations—and to thevarious ways in which different individuals interacted with those con-figurations. The more general theory underlying all this is set forth in ix PREFACE Public Education (New York: Basic Books, 1976). As in the first vol-ume, too, I have given substantial attention to ideas about education,not as disembodied notions in their own right or as mere rationaliza-tions of existential reality, but rather as moving forces that compete forattention and that profoundly influence what people believe is possibleand desirable in the realm of education. Similarly, I have dealt exten-sively with institutions, though one should bear in mind that education-al institutions remained small and loosely structured during the nine-teenth century and that individuals made their own way through theseinstitutions, as often as not irregularly, intermittently, and indetermi-nately. Finally, I have tried steadfastly to avoid the related sins ofWhiggishness and anachronism: what happened during the first cen-tury of national life was not leading inexorably to some foreordainedpresent, and it should not be understood and judged solely in the termsof the present. One or two technical comments about style may be of interest. Ihave tried to keep footnotes to a minimum, as a rule documenting onlyquotations (except where they are meant to indicate commonplaces)and direct assertions involving statistics or statutes. Also, given thechoice between citing an original source or referring to some more easi-ly accessible accurate reprint, I have ordinarily chosen the latter; thus,the well-known Yale Report of 1828 is quoted, not from the AmericanJournal of Science, where it was printed the year it appeared, but rath-er from the excellent collection of documents in Richard Hofstadter andWilson Smith, eds., American Higher Education: A Documentary His-tory (2 vols.; Chicago: University of Chicago Press, 1961). I have dis-cussed most of the secondary and tertiary literature on which the workrests in the bibliographical essay; hence, those interested in the sourcesfor a particular section should read that essay in conjunction with thetext and the notes. I should add that in developing the bibliography Ihave not tried to be exhaustive—that would have doubled the length ofan already

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