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200 Prof. M. Martinez. DECISION 3. Write either Yes or No in the blanks provided: _____1. During the "Common School Era", the first demographic change was the massive flow of the settlers from the coastal states into the interior territories, initially into the Ohio and Mississippi River valleys and subsequently the trans-Mississippi great plains and the Pacific coast. _____2. A second demographic development was immigration, especially the Italians. _____3. A third demographic feature of the era was urbanization. _____4. To vote in 1828, the major criterion for eligibility was property ownership. _____5. The immigrant Irish Catholics specifically were considered ready for representative government because of their allegiance to independent selfgovernment rather than to the authority of a European pope. _____6 Puritans believed that those outside of the selected few could "earn" salvation through doing good works and by becoming "born again" Calvinists. _____7. Two factors diluted the strength of Puritan orthodoxy: 1) Immigration of nonPuritans, and 2) the impact of scientific discovery, which mythologized nature and replaced it with Enlightenment thought, which emphasized progress, human perfectibility, and reason _____8. In the early part of the nineteenth century, the center of gravity for religious thought in New England shifted from the more liberal Unitarian churches to the Calvinist Congregational denomination in which mass literacy was implied because all believers were required to read the scriptures; Calvinism rejected the notion of human depravity and the absolute sovereignty of God. _____9. In America, the most complex and revolutionary economic change was the advent of industrialization _____10. In a pre-industrial culture, values revolve around family, community, festivals, and seasons. _____11. Industrial morality or "modern" cultural commitments reflect a strict adherence to clock time and punctuality; continuous exclusive labor for a set number of hours in a setting sharply separated from family or leisure; enforced neglect for rules, law, and authority; and a clear demarcation between childhood, youth, and adulthood. _____12. The question of curriculum subject-matter was one of the most important issues for Mann, perhaps in part because the curriculum was mandated by state legislation. _____13. When Mann dealt with curricular subjects he approached the topic from the perspective of subject matter rather than of teaching methods. _____14. The idyllic "little red school houses" nestled under giant oak trees beside babbling brooks and surrounded with green meadows were usually fictional creations of writers who romanticized the American educational past. _____15. The religious struggle between the Calvinists and more liberal sects; the economic strife between rich and poor; the riots pitting Irish immigrants against "native" workers; all were evidence to Mann of a dangerous social disharmony which threatened the stability of society. 200 Prof. M. Martinez. DECISION 3 (cont) _____16. Some of the values Mann called the "common elements" of the common school that he presented in his Second Report were: self-fulfillment, the principles of piety, justice and a sacred regard to truth, love to their country, inebriation, sobiety, industry and frugality, immediate gratification and temperance. _____17. The roots of American mainstream"core" values found in the Puritan Ethic promote such Puritan values as: competition, respect for authority, neatness, punctuality, honesty, respect for the rights and property of others, and postponement of immediate gratification. _____18. One of the most obvious attractions of the Prussian volkschule that evoked Mann's enthusiastic response was the idea of a free, state-financed and controlled, universal and compulsory school which would affect all of the young. _____19. The common use of corporal punishment in New England had been inspired by Enlightenment and Unitarian beliefs in the depravity of human nature, which led adults to think it necessary to "beat the devil out of children". _____20. The early normal-school approach was to produce methods-trained teachers who knew "how to teach" but were less acquainted as scholars with what should be taught or why. _____21. Horace Mann, always a pro-feminist, saw teaching as a nurturing process and, consequently, felt that women were more naturally fitted to the education of young children than were men, who were more driven by logic. _____22. With a broadside aimed at revolutionary ideas, Mann argued his belief that the long-term economic benefits of education were far superior to short-term social upheaval designed to rectify perceived social inequalities or injustices. _____23. A belief that most governing and decision-making powers should be kept at the local level, in the hands of the people was called republican localism. _____24. Brownson's critique of Mann, in part, is grounded in a view of the educated person that will remind the student of Aristotle's notion of "the cultivation of human excellence for its own sake," an ideal that Brownson believes Mann is abandoning in favor of education for instrumental social ends. 200 DECISION 3 KEY YES 1. NO 2. IRISH not ITALIANS YES 3. YES 4. NO 5. UNREADY not READY NO 6. PURITANS BELIEVED THAT NO ONE OUTSIDE THE CHOSEN FEW COULD EARN SALVATION NO 7. DEMYTHOLOGIZED not MYTHOLOGIZED NO 8. CALVANISM SUPPORTED not REJECTED THE NOTION....... YES 9. YES 10. NO 11. ENFORCED "RESPECT" not "NEGLECT" FOR RULES..... NO 12. WAS NOT ONE OF THE MOST IMPORTANT ISSUES.... NO 13. CONVERSE: TEACHING METHODS rather than SUBJECT MATTER.. YES 14. YES 15. YES 16 YES 17 . YES 18. NO 19. CALVINIST not ENLIGHTENMENT AND UNITARIAN YES 20. NO 21. not ALWAYS A PRO-FEMINIST...MEN DRIVEN BY LOGIC YES 22. NO 23. DEMOCRATIC not REPUBLICAN YES 24. Part II. DECISION: Using a #2 pencil choose the correct answer (Yes or No). Blacken in the space under either A (T=Yes) or B(F=No) next to the number of each of the following:(2 points each) _____25. In a pre-industrial culture, values revolve around family, community, festivals,and seasons. _____26. Two factors diluted the strength of Puritan orthodoxy: 1) Immigration of nonPuritans, and 2) the impact of scientific discovery, which mythologized nature and replaced it with Enlightenment thought, which emphasized progress, human perfectibility, and reason _____27. In the early part of the nineteenth century, the center of gravity for religious thought in New England shifted from the more liberal Unitarian churches to the Calvinist Congregational denomination in which mass literacy was implied because all believers were required to read the scriptures; Calvinism rejected the notion of human depravity and the absolute sovereignty of God. _____28. In America, the most complex and revolutionary economic change was the advent of industrialization _____29. The common use of corporal punishment in New England had been inspired by Enlightenment and Unitarian beliefs in the depravity of human nature, which led adults to think it necessary to "beat the devil out of children". _____30. Horace Mann, always a pro-feminist, saw teaching as a nurturing process and, consequently, felt that women were more naturally fitted to the education of young children than were men, who were more driven by logic. _____31. _____32.. _____33. _____34. _____35. Social Darwinism provided groups like the Ku Klux Klan with a rationale for believing in the racial inferiority of the darker southern European immigrants as well as African Americans. In the five--year period from 1866 through 1870, 98 percent of the 1.2 million Europeans who immigrated to the United States came from southern and eastern Europe and Germany. These settlers had left Europe largely during periods of economic boom and population growth in their homelands. Frederick Winslow Taylor's "scientific management" principle in the workplace was based upon "de-skilling, a process where machinists would continue to be paid by the piece rather than by the hour. As the dominant political-economic institutions of the United States came under the pressures of urbanization, industrialization, and immigration, and as scientific knowledge changed with Darwin's findings, such classical liberal conceptions as absolute truth, human reason, progress, and freedom itself underwent profound changes.