Annotated and Abridged Artifact
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Report For 1848
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Abridged Text | ||
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| 1 | Without undervaluing any other human agency, it may be safely affirmed that the common school, improved and energized as it can easily be, may become the most effective and benignant [1 »] of all the forces of civilization. Two reasons sustain this position. In the first place, there is a universality in its operation, [2 »] which can be affirmed of no other institution whatever. If administered in the spirit of justice and conciliation, all the rising generation may be brought within the circle of its reformatory and elevating influences. And, in the second place, the materials upon which it operates are so pliant and ductile [3 »] as to be susceptible of assuming a greater variety of forms than any other earthly work of the Creator.... | |
| 2 | I proceed, then, in endeavoring to show how the true business of the schoolroom connects itself, and becomes identical, with the great interests of society. The former is the infant, immature state of those interests; the latter their developed, adult state. As "the child is father to the man," so may the training of the schoolroom expand into the institution and fortunes of the State.... | |
| 3 | According to the European theory, men are divided into classes, -- some to toil and earn, others to seize and enjoy. According to the Massachusetts theory, all are to have an equal chance for earning, and equal security in the enjoyment of what they earn. The latter tends to equality of condition; the former, to the grossest inequalities. Tried by any Christian standard of morals ... can anyone hesitate, for a moment, in declaring which of the two will produce the greater amount of human welfare?... | |
| 4 | Moral education is a primal necessity of social existence. The unrestrained passions of men are not only homicidal, but suicidal; and a community without a conscience would soon extinguish itself.... But to all doubters, disbelievers, or despairers in human progress, it may still be said, there is one experiment which has never yet been tried.. .. It is expressed in these few and simple words: "Train up a child in the way he should go; and, when he is old, he will not depart from it".... But this experiment has never yet been tried. Education has never yet been brought to bear with one-hundredth part of its potential force upon the natures of children, and, through them, upon the character of men and of the race.... Here, then, is a new agency, whose powers are but just beginning to be understood, and whose mighty energies hitherto have been but feebly invoked.... [4 »] | |
| 5 | But it will be said that this grand result in practical morals is a consummation of blessedness that can never be attained without religion, and that no community will ever be religious without a religious education. Both these propositions I regard as eternal and immutable truths.... That our public schools are not theological seminaries, is admitted. That they are debarred by law from inculcating the peculiar and distinctive doctrines of any one religious denomination amongst us, is claimed.... But our system earnestly inculcates all Christian morals; it founds its morals on the basis of religion; it welcomes the religion of the Bible.... [5 »] | |
Annotations
1. Beneficial. Productive of good.
2. Mann envisoned a schooling that would be the same for all children.
3. Mann, following John Locke’s understanding of the newborn's mind as a blank slate, optimistically assumes that children can be completely molded by their education.
4. Nineteenth-century American society was far more fluid than that of Europe, where aristocat and peasant were fixed social positions.
5. Moral self-control was the primary goal of nineteenth-century, middle-class childrearing.
