Revolutionary Influence
Early American education revolved around Revolutionary values of freedom and liberty. Early educators instilled ideas of republicanism in young children. The war helped shape the foundation of education morale. Teachers used key leaders and motives to influence children and their perspective of their role as American citizens.
The book, Pillars of the Republic: Common Schools and American Society by Carl Kaestle, expands on the argument that American education was shaped through means of creating a cohesive society that reflected republican values. Kaestle states, "Education could play an important role in reconciling freedom and order. A sound education would prepare men to vote intelligently and prepare womens to train their sons properly." 1 Education had the purpose of assisting children in becoming who early American democratic values wanted children to be. Men took on the role of participating in active civic duty, representing the country and republican values. Women represented domestic figures, raising their sons to become men that represented political power. In schools, men and women were taught to become citizens of these roles. Republic values of freedom involved distinct ideas of men versus women. Education emphasized these interpretations.
In early American classrooms, textbooks were a common resource used to reflect on Revolutionary beliefs. The New England Primer was a popular textbook used for moral instruction. Rhymes were used for literacy development and as a representation of American values. One example is written as, “‘Great Washington brave, His country did save. By Washington, Great deeds were done.’”2 These poems were used strategically. Poems taught variation in literacy format, but what was more significant was the content used for the poems. Poems describing George Washington as a heroic figure instilled beliefs and ideas of the Revolution into students. Washington was seen as a positive influence and a model to reflect in order to represent republicanism.
While Washington was often presented as a heroic figure, other educational resources expands on his character. The entirety of his personnel was typically misinterpreted. He was not only a general or leader of an army. An anecdote from The Life of Washington presents the idea that characteristics such as “the dutiful son–the affectionate brother–the cheerful schoolboy–the diligent surveyor–the neat draftsman–the laborious farmer–the widow’s husband–the orphan’s father–and poor man’s friend”3 were not as represented. However, in education, this perspective of Washington explained to students expanded their idea of how to be a proper citizen in the American Republic. Students that would study this interpretation of Washington would understand how he was not only a war hero, but a self-disciplined, honest man. Teachers that used this perspective engaged students in characteristics needed to survive in a republic.
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1 Kaestle, Carl F., and Eric Foner. Pillars of the Republic: Common Schools and American Society, 1780-1860. First edition. New York: Hill and Wang, 1983. (5)
2 Westminster Assembly. The New-England primer improved: for the more easy attaining the true reading of English, to which is added, the Assembly of Divines, and Mr. Cotton's catechism. Boston: Printed for and sold by A. Ellison, in Seven-Star Lane, 1773. Pdf. (29)
3 Weems, M. L. (Mason Locke). The life of George Washington; with curious anecdotes, equally honourable to himself and exemplary to his young countrymen. [Four lines of verse] By M.L. Weems, formerly Rector of Mount-Vernon Parish. Philadelphia, Pennsylvania: Printed for the author by R. Cochran. 1808. Copy-right secured, 1808. Readex: Early American Imprints, Series II: Shaw-Shoemaker. (5)