As a principle for his support of public instruction. Horace Mann. as the Secretary of the Mass. State Board of Education. wrote his 12th Annual Report. This study was based upon his ain theories and thoughts of instruction. A few of the theories that Mann touched upon were: chance and what it had to offer to the frequently non-educated. the worth of larning how to utilize cognition and how the values of society can impact instruction. In order to portray these theories to chief watercourse society. Mann used the illustration of Common Schools. He believed that Common Schools non merely allowed his theories to put in the rules instruction had to offer to the multitudes. but that it besides showed them how to travel about seting those rules to utilize. He believed his theories to be true and highly informant to those who were educationally left buttocks. He understood that society could better as a consequence of public instruction and that. public-education. would put things straight for our state for old ages to come.
Horace Mann’s primary end for instruction was to supply a more equal chance to the mass of the uneducated. To Mann. chance meant being able to travel out and acquire an instruction. something many had problem merely acquiring started making. Mann’s other end for instruction was to allow people cognize of what opportunities instruction had for them. Education did non open any doors of chance. yet it created doors for the people to take to open themselves. This led to people of the “uneducated” society holding an chance. if needed. to acquire out of jobs such as poorness. The term “uneducated” refers to those who couldn’t afford to direct their kids to private schools.
This could hold been based on the sum of tuition and/or the possible income the household would lose from their kid if he/she went to school. It was decidedly a difficult determination for most parents. By directing their kid to school. parents were faced with one of two results. that the kid would win and acquire a great occupation or that he/she wouldn’t win and that the household would hold to cover with the loss in income the kid could’ve brought to the “table” while non being in school. Mann stated ; “But instruction creates or develops new hoarded wealths ; –treasures non earlier possessed or dreamed of by any one… . ” ( 12th Annual Report. page 6 ) .
What Mann was acquiring across with this was that the “uneducated” eventually had the doors in forepart of them and that it was up to them to open those doors or turn their dorsums and follow the set value of society that they were used to. Mann was trusting that by this. they would understand that instruction was “here to stay” and that it was the manner out of poorness. Education so. beyond other human ordeals. such as political relations. occupations. and the economic system. became the greatest manner of equalising the societal and economical criterions of work forces. That is. if all went good.
Mann saw the ability to larn how to utilize gained cognition as a manner of geting power. Mann saw an educated individual as person who was in charge of their ain hereafter and able to better themselves within their societal community. To be educated enabled you to take in what you have learned and utilize it to profit yourself and those around you. Learning. in my eyes. was viewed as a manner to cognize which door ( s ) to open. Mann stated that if “all world were good fed. good clothed and good housed. they still might be half civilized. ” ( 12th Annual Report. page 2 ) . I believe that the other half to being civilized is being good educated. The ability to read and compose. including mathematics and the scientific disciplines. would let a individual to accomplish what the uneducated couldn’t. In other words: To do the impossible seem possible. The possible was that merely being educated plenty to cognize what path you wanted to take in life. Mann said it best in a address to the graduating category of Antioch College in 1859 ; “Be ashamed to decease before you have won some conflict for humanity. ” Aka- if what you have learned does non profit more than yourself. so dishonor on you. This belief. accepting the betterment of the human race. played a immense function in Mann’s attempts to set up a free public instruction for all.
Horace Mann’s last theory was covering with the values of society. Mann believed that instruction would increase the hapless masses’ opportunities of success in life. Society had the values of equality to offer to those who took advantage of it. Equality was seen in the statement Horace Mann made in his 12th Annual: “According to the European theory. work forces are divided into categories. Harmonizing to the Massachusetts theory. all are to hold an equal opportunity for larning and equal security in the employment of what they earn. ” ( 12th Annual Report. page 3 ) .
Mann believed that societal mobility was the lone manner to win when migrating to America. Social mobility could be achieved by following the Massachusetts theory. This theory seemed to be the manner of the land except that there was an copiousness of Europeans that chose to come to the Americas. It was difficult for society to alter their values and experience obligated to assist everyone particularly in the instruction sense. However. these duties became a footing for equality. Education. in the beginning. was non seen as an equal until people like Horace Mann came along and everlastingly had an consequence on chief watercourse society. It was equality. as clip went by. that set forth the class for an development of instruction and this caused the values of instruction to non be taken lightly by any agencies.
All of the above theories were non seen as merely ordinary expressions. Finally people began to believe in Mann and his thoughts and theories of instruction. Education was and still is something we all must work hard for. The “so called” doors were a manner to set into field words the chance the populace had. If they didn’t work hard after acquiring through those doors. so failure was inevitable. Education. for everyone. is due to a great extent to the difficult work of Horace Mann every bit good as all other subscribers. They strived so “their children” could hold a better instruction than they had when they were younger ; a belief that still lives through us all today.
Citations: “The Twelfth Annual Report”- taken from Blackboard- ( Course Documents ) – pages 1-14 by Horace Mann in 1848 “Giants of American Education: Horace Mann” . ( Sybil Eakin ) Technos Quarterly. Volume 9. No. 2. 2000- for some of the theories of Horace Mann