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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.