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Horace Mann's Influence of Schoolhousing Anthony University of Massachusetts Amherst ScholarWorks@UMass Amherst Masters Theses 1911 - February 2014 1934 Horace Mann's influence of schoolhousing Anthony. Lyons University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/theses Lyons, Anthony., "Horace Mann's influence of schoolhousing" (1934). Masters Theses 1911 - February 2014. 1747. Retrieved from https://scholarworks.umass.edu/theses/1747 This thesis is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Masters Theses 1911 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. MASSACHUSETTS STATE COLLEGE J863 DATE DUE I UNIV. OF MASSACHUSETTS/AMHERST LIBRARY LD 3234 M268 193^ L991 HORACE HARM'S INFLUENCE OH SCHOOL-HOUSING. By Anthony Lyons Tliesis Submitted for the Degree of Master of Science Massachusetts State College Amherst, Mass. 1934. tMKS OF -option Pat^e Introduction. 1 I Sohoolhouoe rlaanixib before Horace Mann ... 2 II "'actoro 'ihioh Influenced Horace Mann. • • • 16 III The ::otablloii£,i©nt of the Board of 21 IV Horace ilxtufa ttuaceotiono on U^Moolhoucin^. • 2-> V Di#ic of Reaction to Horace ftMti*t Sug- oeotlons on ciieolhouQln£. 35 VI Sohoolhouainc at the Present Tine 61 vii DuRsmry * .... 72 Bibliography. • 7^ LedgeRisnt • «•••«».•••»••• 76 i ILLUSTRATIONS Page I. Dedham School and Watch House 5 II. Gardner Schoolhouse 14 III. Dr. William Alcott's Modern Schoolroom 20 IV. Horace Mann's Model Schoolroom 29 V. First Story of the East School in Salem AO VI. Second Story of the East School in Salem 41 VII. Injecting and Ejecting Ventilators 45 VIII. Ventilating Stove and Furnace 47 IX. Method of Using Ventilating Stove, and Ejecting Ventilator 50 X. Wale's Desks and Seats 52 XI. The Newburyport Schoolhouse 56 INTRODUCTION Horace I.iann In the History of Education stands out as America's foremost Educator. He gained this eminent position through his contributions to the revival of Education in Kafttt« achusetts, while Secretary of the Board of Education. This thesis is written for the purpose of indicating de- finitely one of tiiese contributions: namely, School-House Planning. In order that this Influence may be clearly demon- strated the author has adopted the following plan: (a) School- House Planning before Horace :iann, (b) Horace Mann's direct and indirect influence on School-House Planning as Secretary of the Board of Education, (c) School-House Planning today as it, em- bodies tiie principles that Horace Mann suggested. Besides a personal interest in this specific contribution of Horace ann's to education, the author has an added urge to make this study because of the approaching centenary of his election to the Secretaryship of the 3oard of Education in Massachusetts. The year 1937 will mark the hundredth anniver- sary of Horace Mann's appointment and the beginning of a career In shaping the educational thought and educational program in this state, that has made him the central figure in American Education. In view of this approaching anniversary the preparation of special studies of Mann's contributions is encouraged by the United States Educational Office. It is with much personal sat- isfaction that the author has been able to carry out tills study In sympathy with this general movement. SECTION I SCHOOLHOUSE PLANNING BEFORE HORACE MANN. The founders of Massachusetts Bay Colony brought with them the system of education which prevailed at the time in England. Thus the Dame School, Grammar- School and College were establish- ed within a short time s.fter t/xeir arrival. The Puritans were anxious to have all the children learn to read, so that they could become fa .iliar with Holy Scripture, and early education was largely concerned with teaching the children to read. The success and ra,-id expansion of the Colony caused the luritan leaders to fear "lest learning be buried in the graves of their forefathers" (1) with an eventual neglect of religious prin- ciples so important to them. For this reason the General Court in 1642 (2) enacted a law stating that all children in the Colony should be taugut to read. Five years later in 1647 (3) a second law was enacted requiring all townships of fifty or more householders to appoint one from their group to teach the children to read and --rite. Furthermore tov/nships of one hun- dred families or more ".-ere required to establish a gramnar school so that the young men could prepare for Harvard College. In tft&i way fckl grounds for a Common free school were provided by legislation. Schools, dependent in the previous seventeen years on the volition of the people, 'vere now demanded by law. The first schools were held in the meeting-house, or in a room of a private residence. The meeting-house, as originally established, was for all gatherings held by the people. Church services, town meetings, the 1 aw courts, and, finally, the school were held there. The meeting-house was well constructed, of ten being better than tiie log houses of the people themselves. Likewise as repairs were needed, thty were made, since the people t^e.. '.selves experienced tiie unpleasan tries of broken win- dows or loose boarding. The meeting-house usually had one door, a window on each side, rather high up, and a chimney. The seats were without backs and thus could be used for school purposes. The practice of using private homes for the school session grew out of the Dame school and the instruction of the children by the minister. In tiie former, the children gathered at the home of the Dame and while she knitted or carried on her house- hold duties the children learned to read and write. In tiie Ministerial form of instruction the children were taug.it reading, writing, and religious principles at the home of the minister. The room in which the children gathered was frequently too small to accommodate them comfortably. There was no attempt to vent- ilate it properly, and in this unhealthy, unpleasant, and inad- equate room the pupils were taught. People tired of having schools in t.eir homes and private residence schoolrooms gradu- ally disappeared and the school houses were constructed; but it is interesting to note that Salem Town in a letter to Henry Barnard describes a school which he attended in a private resi- dence at Belchertown in 1786.(4) He described it as a room slabs twelve or fourteen feet square, with tiie seats made out of chil- from a nearby sawmill and raised so high that the smaller dren were unable to rest their feet on the floor. building The law of 1647, however, resulted in most towns this schoolhouses. Among the first to construct a building of this is given, type was the town of Dedham. A description of -4- in as much as it typefies schoolhouse planning in this period. In 1648, at a beneral meeting of tne townshpeople, it was voteo. to construct a schoolhouse and watch tower of the follow- ing specif ic?.tions, (5) The lenght 18 foote, being 14 foote beside tiie chimney the widness 15 foote, the studd 9 foote betwixt joynts, one floor of Joyce, 2 convenient windows in the corner rcorae and one in the chamber, the plander layed, the floor planked, the stayers made, the sides boarded, feather edged and rabbited, the doors made and hinged. The reader can readily see that t,-ere was as much atten- tion ^iven to the construction of this schoolhouse as ';,Guld or- dinarily be given to a shed or barn raised upon the property of any of these people. It is significant that almost without exception the construction of schoolhouses in the seventeenth, eighteenth and early nineteenth centuries was planned with a similar lack of detail. The schoolhouses of this oeriod'were usually located in the center of the town or district. A. surveyor was employed to lo- cate the exact center. In the towns, through the seventeenth century, and with the exception of the larger centers such as Boston, llewbouryport and Salem, the schoolhouse was located on the common land near the meeting house. In addition to its use for the inhab- for . school it frequently served as a watchhouse itants. On Sunday, those who did not go home between services in th« meeting-house went to the school. In the larger towns the schoolhouse was not so pleasantly located. Land in the cen- ter of the town was valuable and so the schoolhouse was located in out-of-the-way places. The rise of the district system led to the substitution of -6- the district school for the town school. There were two factors considered in selecting a site for a schoolhouse: the center of the district and the worthlessness of the land. The schoolhouse in almost every case was located at the intersection of two or more roads, frequently being placed on the very roadside, itself, 'As a result, the scholars stepped from the schoolhouse into the road itself. (6) The land on which the schoolhouse was located was often wet and marshy. The schoolhouse without trees or shrubbery was exposed to the scorching rays of the summer sun and to the severe winds of tne winter. The health and comfort of tne teacher and pupils were sel- dom considered in planning the location of the schoolhouse. The sc.ioolhouses of the first oiassachucetts towns were lo- cated on common land, some part of which was available for a playground. The schools in the large towns were not usually favored with recreational tracts, since land was too valuable to assign any appreciable amount of it for a playground.
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