Mann American Education Analysis

Mann was critical of American education because he believed it was not sufficient enough to make the republic what it should be. He believed, as did many others of his time, that a good republican citizen had to be very well-educated, and the American education system did not live up to Mann’s standards because almost a third of people in Massachusetts (his home state) did not even attend school.
2. Mann’s goal was to improve the quality and availability of education, and he began by proposing a law called the landmark education bill of 1837, which was passed in the Massachusetts state senate. The law established a board of education and a state secretary of education; Mann took the latter job. Once he was state secretary of education, he
Overall, Mann’s goal and his methods to achieve it were very practical. Although he made some major changes, such as increasing the quality of the education received in public schools and establishing several laws regarding school curriculum, most of his reforms were very rational. His reason for wanting to make such improvements were not illogical either--they fit in with some of the beliefs held by American society, such as the belief that a republic requires educated citizens. His most controversial reform--which, at that time, was probably considered to be impractical--was his idea for compulsory schooling. However, today people tend to consider that to be a very practical idea because a good education is necessary for many jobs. Mann was not obsessed with improving education in the negative sense of the term, but he was deeply dedicated to his reform work and put most of his time and effort into bettering the schooling
Mann’s biggest impact on American society was his creation of compulsory education, which required children to go to school at a certain age, as well as his policy for free public education for everyone. This made education readily available to everyone, regardless of wealth or status, and thus opened up more equal opportunities for people across class divisions. Another lasting influence from Mann is his prohibition of teaching the beliefs of singular religions in public schools. In addition, Mann left his legacy through his institution of a training school for teachers. These types of schools greatly improved teaching quality and school curriculums, which led to a more educated America and to a better appreciation and value of