Multicultural

10 Pages 2385 Words

ls formed the basis of education systems developed in the nineteenth century (Mondale 22). The actual national system of education differed from education systems of other Western societies in three w!
ays. First, Americans thought that education was a solution to various social problems. Second, with the confidence in the power of education, the United States provided more years of schooling for a larger percentage of the population than other countries. Third, school systems were primarily governed by local authorities rather than by federal ones (Springs 97).
With the passage of time, the education system began to take shape. In the 1830s and 40s, a generation of reformers surfaced with a philosophy that education could turn youth into virtuous, literate citizens. It was thought by these people that education could build the country to be better equipped to compete with other nations. At this time, American’s fears were growing about increasing the economic and religious tensions as immigration of various ethnic groups increased (Mondale 149). These reformers believed that common schooling could create common bonds among a diverse population and could also preserve social stability and prevent crime and poverty. It was suggested that common schooling should be available to everyone and be publicly funded. By the end of the nineteenth century their philosophy was somewhat adapted. Public education was available at the elementary level for all American children (Mondale 152).
Towards the end of the nineteenth century secondary schools began to surface. At this time, only 10 percent of American teens ages 14 to 17 were enrolled in high school (Mondale 154). But it was during the twentieth century when the percentage a teenagers enrolled in high school began to increase. From 1900 to 1990 the number of teenagers who graduated from high school rose from six percent to 85 percent (Mondale 155). The numbers grew because more and mor...