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Perhaps a comparison of the different methodologies used in these
literacy studies would help. Who was their population, was it
representative, and how did they define "literacy"? How accurate are
their sources?<br>
<br>
Paul<br>
<br>
<a class="moz-txt-link-abbreviated" href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</a> wrote:
<blockquote
cite="mid8C9646A2A219367-1AC-B34@WEBMAIL-MB11.sysops.aol.com"
type="cite">
<div>Sue,</div>
<div> </div>
<div> Why would you be wary of 4 in 1000 to be a wrong assessment of
the 1800's Were your there? Or doesn't it fit your <span
class="correction" id="">paradigm</span>?</div>
<div> </div>
<div>I truly wish to hear your viewpoint.</div>
<div> </div>
<div>Doug</div>
<div> </div>
<br>
-----Origin<span class="correction" id="">al</span> Message-----<br>
From: <a class="moz-txt-link-abbreviated" href="mailto:suehovey@moscow.com">suehovey@moscow.com</a><br>
To: <a class="moz-txt-link-abbreviated" href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</a>; <a class="moz-txt-link-abbreviated" href="mailto:vision2020@moscow.com">vision2020@moscow.com</a><br>
Sent: Sun, 13 May 2007 8:29 PM<br>
Subject: Re: [Vision2020] What was education like before the Prussian
method <span class="correction" id="">ofindoctrination</span>?<br>
<br>
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<div id="AOLMsgPart_2_526d01d6-5b31-4803-808f-2e7ee949cfb3">
<div><font face="Arial">And you will still be a long way off, but
this makes for interesting reading. I'd be wary of any publication
which quoted the <span class="correction" id="">duPont</span> study
(only 4 in 1000 Americans not literate in 1800) as proof of literacy.
Surely you don't find that a credible statement. Well maybe you do..</font></div>
<div> </div>
<div><font face="Arial">Sue </font></div>
<blockquote
style="border-left: 2px solid rgb(0, 0, 0); padding-right: 0px; padding-left: 5px; margin-left: 5px; margin-right: 0px;">
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">-----
Original Message ----- </div>
<div
style="background: rgb(228, 228, 228) none repeat scroll 0%; -moz-background-clip: -moz-initial; -moz-background-origin: -moz-initial; -moz-background-inline-policy: -moz-initial; font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>From:</b>
<a title="heirdoug@netscape.net" href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</a>
</div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>To:</b>
<a title="suehovey@moscow.com" href="mailto:suehovey@moscow.com">suehovey@moscow.com</a>
; <a title="heirdoug@netscape.net" href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</a>
; <a title="vision2020@moscow.com" href="mailto:vision2020@moscow.com">vision2020@moscow.com</a>
</div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Sent:</b>
Sunday, May 13, 2007 7:15 PM</div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Subject:</b>
Re: [Vision2020] What was education like before the Prussian method
ofindoctrination?</div>
<div><br>
</div>
<div><span style=""></span>Sue,
<div> </div>
<div>I had heard it from other sources that it was as high as 98%
but I will settle for 90%.</div>
<div> </div>
<div> </div>
<div>Enjoy</div>
<center>
<h1><font style="background-color: rgb(255, 255, 255);">Education
in Colonial America</font></h1>
<h3><i><font style="background-color: rgb(255, 255, 255);">Robert
A. Peterson</font></i></h3>
</center>
<blockquote>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">One of the main
objections people have to getting government out of the education
business and turning it over to the free market is that "it simply
would not get the job done." This type of thinking is due, in large
measure, to what one historian called "a parochialism in time," <sup>1</sup>
i.e., a limited view of an issue for lack of historical perspective.
Having served the twelve-year sentence in government-controlled
schools, most Americans view our present public school system as the
measure of all things in education. Yet for two hundred years in <font
style="background-color: rgb(255, 255, 255);">American</font> history,
from the <span class="correction" id="">mid-1600s</span> to the <span
class="correction" id="">mid-1800s</span>, public schools as we know
them today were virtually non-existent, and the educational needs of
America were met by the free market. In these two centuries, America
produced several generations of! highly skilled and literate men and
women who laid the foundation for a! nation dedicated to the principles
of freedom and self-government. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The private system of
education in which our forefathers were educated included home, school,
church, voluntary associations such as library companies and
philosophical societies, circulating libraries, apprenticeships, and
private study. It was a system supported primarily by those who bought
the services of education, and by private benefactors. All was done
without compulsion. Although there was a veneer of government
involvement in some <font style="background-color: rgb(255, 255, 255);">colonies</font>,
such as in Puritan Massachusetts, early <font
style="background-color: rgb(255, 255, 255);">American</font>
education was essentially based on the principle of <span
class="correction" id="">voluntarism</span>.<sup>2</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Dr. Lawrence A. <span
class="correction" id="">Cremin</span>, distinguished scholar in the
field of education, has said that during the colonial period the Bible
was "the single most important cultural influence in the lives of
Anglo-Americans."<sup> 3</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Thus, the cornerstone of
early <font style="background-color: rgb(255, 255, 255);">American</font>
education was the belief that "children are an heritage from the Lord."
<sup>4</sup> Parents believed that it was their responsibility to
not only teach them how to make a living, but also how to live. As our
forefathers searched their Bibles, they found that the function of
government was to protect life and property.<sup>5 </sup>Education was
not a responsibility of the civil government. </font>
<h3><font style="background-color: rgb(255, 255, 255);">Education
Began in the Home and the Fields</font></h3>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Education in early
America began in the home at the mother's knee, and often ended in the
cornfield or barn by the father's side. The task of teaching reading
usually fell to the mother, and since paper was in short supply, she
would trace the letters of the alphabet in the ashes and dust by the <span
class="correction" id="">fireplac</span>.<sup>6</sup> The child
learned the alphabet and then how to sound out words. Then a book was
placed in the child's hands, usually the Bible. As many passages were
familiar to him, having heard them at church or at family devotions, he
would soon master the skill of reading. The Bible was supplemented by
other good books such as Pilgrim's Progress by John Bunyan, The New
England Primer, and Isaac <span class="correction" id="">Watt's</span>
Divine Songs. From volumes like these, our founding fathers and their
generation learned the values that laid the foundation for free
enterprise. ! In "Against Idleness and Mischief," for example, they
learned individual! responsibility before God in the realm of work and
learning.<sup>7</sup> </font>
<div align="justify">
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">How doth the busy little
bee<br>
Improve each shining hour, And gather honey all the day<br>
>From every opening flower.<br>
How skillfully she builds her cell,<br>
How neat she spreads the wax<br>
And <span class="correction" id="">labours</span> hard to store it well<br>
With the sweet food she makes.<br>
</font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">In works of labour, or
of skill, </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">I would be busy too; For
Satan finds some mischief still<br>
For idle hands to do.<br>
In books, or work, or healthful play<br>
Let my first years be passed; That I may give for every day<br>
Some good account at last. </font></div>
<div align="justify"> </div>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Armed with love, common
sense, and a nearby woodshed, colonial mothers often achieved more than
our modern-day elementary schools with their federally--funded programs
and education specialists. These colonial mothers used simple,
time--tested methods of instruction mixed with plain, old-fashioned
hard work. Children were not ruined by educational experiments
developed in the ivory towers of <span class="correction" id="">academe</span>.
The introduction to a reading primer from the early 19th century
testifies to the importance of home instruction.<sup>8</sup> It says:
"The author cannot but hope that this book will enable many a mother or
aunt, or elder brother or sister, or perhaps a beloved grandmother, by
the family fireside, to go through in a pleasant and sure way with the
art of preparing the child for his first school days." </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Home education was so
common in America that most children knew how to read before they
entered school. As Ralph Walker has pointed out, "Children were often
taught to read at home before they were subjected to the <span
class="correction" id="">rigours</span> of school. In middle-class
families, where the mother would be expected to be literate, this was
considered part of her duties."<sup>9</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Without ever spending a
dime of tax money, or without ever consulting a host of bureaucrats,
psychologists, and specialists, children in early America learned the
basic academic skills of reading, writing, and ciphering necessary for
getting along in society. Even in Boston, the capital city of the
colony in which the government had the greatest hand, children were
taught to read at home. Samuel Eliot <span class="correction" id="">Morison</span>,
in his excellent study on education in colonial New England, says:<sup>10</sup>
</font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Boston offers a curious
problem. The grammar (Boston Latin) school was the only public school
down to 1684, when a writing school was established; and it is probable
that only children who already read were admitted to that.... they must
have learned to read somehow, since there is no evidence of unusual
illiteracy in the town. And a Boston bookseller's stock in 1700
includes no less than eleven dozen spellers and sixty-one dozen
primers. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The answer to this
supposed problem is simple. The books were bought by parents, and
illiteracy was absent because parents taught their children how to read
outside of a formal school setting. Coupled with the vocational skills
children learned from their parents, home education met the demands of
the free market. For many, formal schooling was simply unnecessary. The
fine education they received at home and on the farm held them in good
stead for the rest of their lives, and was supplemented with Bible
reading and almanacs like <span class="correction" id="">Franklin's</span>
Poor Richard's. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Some of our forefathers
desired more education than they could receive at home. Thus, grammar
and secondary schools grew up all along the Atlantic seaboard,
particularly near the centers of population, such as Boston and
Philadelphia. In New England, many of these schools were started by
colonial governments, but were supported and controlled by the local <span
class="correction" id="">townspeople</span>. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">In the Middle <font
style="background-color: rgb(255, 255, 255);">Colonies</font> there
was even less government intervention. In Pennsylvania, a compulsory
education law was passed in 1683, but it was never strictly enforced.<sup>11</sup>
Nevertheless, many schools were set up simply as a response to consumer
demand. Philadelphia, which by 1776 had become second only to London as
the chief city in the British Empire, had a school for every need and
interest. Quakers, <span class="correction" id="">Philadelphia's</span>
first inhabitants, laid the foundation for an educational system that
still thrives in America. Because of their emphasis on learning, an
illiterate Quaker child was a contradiction in terms. Other religious
groups set up schools in the Middle <font
style="background-color: rgb(255, 255, 255);">Colonies</font>. The
Scottish <span class="correction" id="">Presbyterians</span>, the <span
class="correction" id="">Moravians</span>, th! e <span
class="correction" id="">Lutherans</span>, and Anglicans all had their
own schools. In addition to these church-related schools, private s! <span
class="correction" id="">choolmasters</span>, entrepreneurs in their
own right, established hundreds of schools. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Historical records,
which are by no means complete, reveal that over one hundred and
twenty-five private s<span class="correction" id="">choolmasters</span>
advertised their services in Philadelphia newspapers between 1740 and
1776. Instruction was offered in Latin, Greek, mathematics, surveying,
navigation, accounting, bookkeeping, science, English, and contemporary
foreign languages.<sup>12</sup> Incompetent and inefficient teachers
were soon eliminated, since they were not subsidized by the State or
protected by a guild or union. Teachers who satisfied their customers
by providing good services prospered. One schoolmaster, Andrew Porter,
a mathematics teacher, had over one hundred students enrolled in 1776.
The fees the students paid enabled him to provide for a family of seven.<sup>13</sup>
</font>
<h3><font style="background-color: rgb(255, 255, 255);">In the
Philadelphia A<span class="correction" id="">rea</span></font></h3>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Philadelphia also had
many fine evening schools. In 1767, there were at least sixteen evening
schools, catering mostly to the needs of <span class="correction" id="">Philadelphia's</span>
hard-working German population. For the most part, the curriculum of
these schools was confined to the teaching of English and vocations.<sup>14</sup>
There were also schools for women, blacks, and the poor. Anthony <span
class="correction" id="">Benezet</span>, a leader in colonial
educational thought, pioneered in the education for women and Negroes.
The provision of education for the poor was a favorite Quaker
philanthropy. As one historian has pointed out, "the poor, both Quaker
and non-Quaker, were allowed to attend without paying fees." <sup>15</sup>
</font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">In the countryside
around Philadelphia, German immigrants maintained many of their own
schools. By 1776, at least sixteen schools were being conducted by the
Mennonites in Eastern Pennsylvania. Christopher Dock, who made several
notable contributions to the science of pedagogy, taught in one of
these schools for many years. Eastern <span class="correction" id="">Pennsylvanians</span>,
as well as New <span class="correction" id="">Jerseyans</span> and
Marylanders, sometimes sent their children to Philadelphia to further
their education, where there were several boarding schools, both for
girls and boys. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">In the Southern <font
style="background-color: rgb(255, 255, 255);">colonies</font>,
government had, for all practical purposes, no hand at all in
education. In Virginia, education was considered to be no business of
the State. The educational needs of the young in the South were taken
care of in "old-field" schools. "Old-field" schools were buildings
erected in abandoned fields that were too full of rocks or too
over-cultivated for farm use. It was in such a school that George
Washington received his early education. The Southern <font
style="background-color: rgb(255, 255, 255);">Colonies'</font>
educational needs were also taken care of by using private tutors, or
by sending their sons north or across the Atlantic to the mother
country. </font>
<h3><font style="background-color: rgb(255, 255, 255);">Colonial
Colleges</font></h3>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">A college education is
something that very few of our forefathers wanted or needed. As a
matter of fact, most of them were unimpressed by degrees or a
university accent. They judged men by their character and by their
experience. Moreover, many of our founding fathers, such as George
Washington, Patrick Henry, and Ben Franklin, did quite well without a
college education. Yet for those who so desired it, usually young men
aspiring to enter the ministry, university training was available.
Unlike England, where the government had given Cambridge and Oxford a
monopoly on the granting of degrees,<sup>16</sup> there were nine
colleges from which to choose. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Although some of the
colonial colleges were started by colonial governments, it would be
misleading to think of them as <span class="correction" id="">statist</span>
institutions in the modern sense.<sup>17</sup> Once chartered, the
colleges were neither funded nor supported by the State. Harvard was
established with a grant from the Massachusetts General Court, yet
voluntary contributions took over to keep the institution alive. John
Harvard left the college a legacy of 800 pounds and his library of 400
books. "College corn," donated by the people of the Bay Colony,
maintained the young scholars for many years."<sup>18</sup> Provision
was also made for poor students, as Harvard developed one of the first
work-study programs.<sup>19</sup> And when Harvard sought to build a
new building in 1674, donations were solicited from the people of
Massachusetts. Despite the delays caused by King <span
class="correction" id="">Phil! ip's</span> War, the hall was completed
in 1677 at almost no cost to the! taxpayer.<sup>20</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">New Jersey was the only
colony that had two colleges, the College of New Jersey (Princeton) and
Queens (Rutgers). The Log College, the predecessor of Princeton, was
founded when Nathaniel Irwin left one thousand dollars to William <span
class="correction" id="">Tennant</span> to found a seminary.<sup>21</sup>
Queens grew out of a small class held by the Dutch <span
class="correction" id="">revivalist</span>, John <span
class="correction" id="">Frelinghuyson</span>.<sup>22</sup> Despite
occasional hard times, neither college bowed to civil government for
financial assistance. As Frederick Rudolph has observed, "neither the
college at Princeton nor its later rival at New Brunswick ever received
any financial support from the state. . .." <sup>23</sup> Indeed, John
Witherspoon, <span class="correction" id="">Princeton's</span> sixth
president, was apparently proud of the fact that his institution was
independent of government c! ontrol. In an advertisement addressed to
the British settlers in the West Indies, Witherspoon wrote:<sup>24</sup>
"The College of New Jersey is ! altogether independent. It hath
received no favor from Government but the charter, by the particular
friendship of a person now deceased." </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Based on the principle
of freedom, Princeton under Witherspoon produced some of America's most
"animated Sons of Liberty." Many of <span class="correction" id="">Princeton's</span>
graduates, standing firmly in the Whig tradition of limited government,
helped lay the legal and constitutional foundations for our Republic.
James Madison, the Father of the Constitution, was a Princeton
graduate. </font>
<h3><font style="background-color: rgb(255, 255, 255);">Libraries</font></h3>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">In addition to formal
schooling in elementary and secondary schools, colleges, and
universities, early America had many other institutions that made it
possible for people to either get an education or supplement their
previous training. Conceivably, an individual who never attended school
could receive an excellent education by using libraries, building and
consulting his own library, and by joining a society for mutual
improvement. In colonial America, all of these were possible. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Consumer demand brought
into existence a large number of libraries. Unlike anything in the Old
Country, where libraries were open only to scholars, churchmen, or
government officials, these libraries were rarely supported by
government funds. In Europe, church libraries were supported by tax
money as well, for they were a part of an established church. In
America, church libraries, like the churches themselves, were supported
primarily by <span class="correction" id="">voluntarism</span>. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The first non-private,
non-church libraries in America were maintained by membership fees,
called subscriptions or shares, and by gifts of books and money from
private benefactors interested in education. The most famous of these
libraries was Franklin and <span class="correction" id="">Logan's</span>
Library Company in Philadelphia, which set the pattern and provided
much of the inspiration for libraries throughout the <font
style="background-color: rgb(255, 255, 255);">colonies</font>.<sup>25</sup>
The membership fee for these subscription libraries varied from twenty
or thirty pounds to as little as fifteen shillings a year. The
Association Library, a library formed by a group of Quaker artisans,
cost twenty shillings to join.<sup>26</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Soon libraries became
the objects of private philanthropy, and it became possible for even
the poorest citizens to borrow books. Sometimes the membership fee was
completely waived for an individual if he showed intellectual promise
and character.<sup>27</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Entrepreneurs, seeing an
opportunity to make a profit from colonial Americans' desire for
self-improvement, provided new services and innovative ways to sell or
rent printed matter. One new business that developed was that of the
circulating library. In 1767, Lewis Nicola established one of the first
such businesses in the City of Brotherly Love. The library was open
daily, and customers, by depositing five pounds and paying three
dollars a year, could withdraw one book at a time. Nicola apparently
prospered, for two years later he moved his business to Society Hill,
enlarged his library, and reduced his prices to compete with other
circulating libraries.<sup>28</sup> Judging from the titles in these
libraries,<sup>29</sup> colonial Americans could receive an excellent
education completely outside of the schoolroom. For colonial Americans
who believed in individual responsibility, self-government, and <span
class="cor!" rection="" id="">self-improvemen</span>! t, this was not
an uncommon course of study. Most lawyers, for example, were
self-educated. </font>
<h3><font style="background-color: rgb(255, 255, 255);">Sermons
as Educational Tools</font></h3>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The sermon was also an
excellent educational experience for our colonial forefathers. Sunday
morning was a time to hear the latest news and see old friends and
neighbors. But it was also an opportunity for many to sit under a man
of God who had spent many hours preparing for a two, three, or even
four hour sermon. Many a colonial pastor, such as Jonathan Edwards,
spent eight to twelve hours daily studying, praying over, and
researching his sermon. Unlike sermons on the frontier in the <span
class="correction" id="">mid-19th</span> century, colonial sermons
were filled with the fruits of years of study. They were geared not
only to the emotions and will, but also to the intellect. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">As Daniel <span
class="correction" id="">Boorstin</span> has pointed out, the sermon
was one of the chief literary forms in colonial America.<sup>30</sup>
Realizing this, listeners followed sermons closely, took mental notes,
and usually discussed the sermon with the family on Sunday afternoon.
Anne <span class="correction" id="">Hutchinson's</span> discussions,
which later resulted in the Antinomian Controversy, were merely typical
of thousands of discussions which took place in the homes of colonial
America. Most discussions, however, were not as controversial as those
which took place in the Hutchinson home. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Thus, without ever
attending a college or seminary, a <span class="correction" id="">church-goer</span>
in colonial America could gain an intimate knowledge of Bible doctrine,
church history, and classical literature. Questions raised by the
sermon could be answered by the pastor or by the books in the church
libraries that were springing up all over America. Often a sermon was
later published and listeners could review what they had heard on
Sunday morning. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The first Sunday Schools
also developed in this period. Unlike their modern-day counterparts,
colonial Sunday Schools not only taught Bible but also the rudiments of
reading and writing. These Sunday Schools often catered to the poorest
members of society. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Modern historians have
discounted the importance of the colonial church as an educational
institution, citing the low percentage of colonial Americans on
surviving church membership rolls. What these historians fail to
realize, however, is that unlike most churches today, colonial churches
took membership seriously. Requirements for becoming a church member
were much higher in those days, and many people attended church without
officially joining. Other sources indicate that church attendance was
high in the colonial period. Thus, many of our forefathers partook not
only of the spiritual blessing of their local churches, but the
educational blessings as well. </font>
<h3><font style="background-color: rgb(255, 255, 255);">Philosophical
Societies</font></h3>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Another educational
institution that developed in colonial America was the philosophical
society. One of the most famous of these was <span class="correction"
id="">Franklin's</span> <span class="correction" id="">Junto</span>,
where men would gather to read and discuss papers they had written on
all sorts of topics and issues.<sup>31</sup> Another society was called
The Literary Republic. This society opened in the <span
class="correction" id="">bookbindery</span> of George <span
class="correction" id="">Rineholt</span> in 1764 in Philadelphia.
Here, artisans, tradesmen, and common laborers met to discuss logic,
jurisprudence, religion, science, and moral philosophy (economics).<sup>32</sup>
</font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Itinerant lecturers, not
unlike the Greek philosophers of the <span class="correction" id="">Hellenistic</span>
period, rented halls and advertised their lectures in local papers. One
such lecturer, Joseph Cunningham, offered a series of lectures on the
"History and Laws of England" for a little over a pound.<sup>33</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">By 1776, when America
finally declared its independence, a tradition had been established and
<span class="correction" id="">voluntarism</span> in education
was the rule. Our founding fathers, who had been educated in this
tradition, did not think in terms of government-controlled education.
Accordingly, when the delegates gathered in Philadelphia to write a
Constitution for the new nation, education was considered to be outside
the jurisdiction of the civil government, particularly the national
government. Madison, in his notes on the Convention, recorded that
there was some talk of giving the Federal legislature the power to
establish a national university at the future capital. But the proposal
was easily defeated, for as <span class="correction" id="">Boorstin</span>
has pointed out, "the Founding Fathers supported the local institutions
which had sprung up all over the country."<sup>34</sup> A principle had
been est! ablished in America that was not to be deviated from until
the <span class="correction" id="">mid-ninet</span>! <span
class="correction" id="">eenth</span> century. Even as late as 1860,
there were only 300 public schools, as compared to 6,000 private
academies.<sup>35</sup> </font>
<h3><font style="background-color: rgb(255, 255, 255);">A Highly
Literate Populace</font></h3>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The results of colonial
America's free market system of education were impressive indeed.
Almost no tax money was spent on education, yet education was available
to almost anyone who wanted it, including the poor. No government
subsidies were given, and inefficient institutions either improved or
went out of business. Competition guaranteed that scarce educational
resources would be allocated properly. The educational institutions
that prospered produced a generation of articulate Americans who could
grapple with the complex problems of self-government. The Federalist
Papers, which are seldom read or understood today, even in our
universities, were written for and read by the common man. <font
style="background-color: rgb(255, 255, 255);">Literacy</font> rates
were as high or higher than they are today.<sup>36</sup> A study
conducted in 1800 by <span class="correction" id="">Du</span> <span
class="correction" id="">Pont</span> de <S! pan="" class="correction"
id="">Nemours revealed that only four in a thousand Americans were
unable to <span class="correction" id="">rea</span>! d and write
legibly.<sup>37 </sup>Various accounts from colonial America support
these statistics. In 1772, Jacob <span class="correction" id="">Duche</span>,
the Chaplain of Congress, later turned Tory, wrote:<sup>38</sup> </S!></font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The poorest <span
class="correction" id="">labourer</span> upon the shore of Delaware
thinks himself entitled to deliver his sentiments in matters of
religion or politics with as much freedom as the gentleman or
scholar.... Such is the prevailing taste for books of every kind, that
almost every man is a reader; and by pronouncing sentence, right or
wrong, upon the various publications that come in his way, puts himself
upon a level, in point of knowledge, with their several authors. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">Franklin, too, testified
to the efficiency of the colonial educational system. According to
Franklin, the North <font style="background-color: rgb(255, 255, 255);">American</font>
libraries alone "have improved the general conversation of Americans,
made the common tradesmen and farmers as intelligent as most gentlemen
from other countries, and perhaps have contributed in some degree to
the stand so generally made throughout the <font
style="background-color: rgb(255, 255, 255);">colonies</font> in
defense of their privileges." <sup>39</sup> </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">The experience of
colonial America clearly supports the idea that the market, if allowed
to operate freely, could meet the educational needs of modern-day
America. In the ninet<span class="correction" id="">eenth</span>
century, the Duke of Wellington remarked that "the Battle of Waterloo
was won on the playing fields of <span class="correction" id="">Eton</span>
and Cambridge." Today, the battle between freedom and <span
class="correction" id="">statism</span> is being fought in America's
schools. Those of us who believe in Constitutional government would do
well to promote the principle of competition, pluralism, and government
non-intervention in education. Years ago, Abraham Lincoln said, "The
philosophy of the classroom will be the philosophy of the government in
the next generation." <br>
</font>
<blockquote><font style="background-color: rgb(255, 255, 255);">
<hr></font><font size="2"><font
style="background-color: rgb(255, 255, 255);"><i>At the time of the
original publication, Mr. Peterson was Headmaster of The Pilgrim
Academy, Egg Harbor City, New Jersey. He taught economics and was
constantly in search of ways to support and defend the principle of <span
class="correction" id="">voluntarism</span> in education.</i>
<hr><br>
</font></font></blockquote>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">1. Bertrand Russell,
quoted in: Tim <span class="correction" id="">Dowley</span>, ed., The
History of Christianity (Grand Rapids: <span class="correction" id="">Wm</span>.
B. <span class="correction" id="">Eerdman's</span> Pub. Co., 1977), p.
2. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">2. <span
class="correction" id="">CIarence</span> B. Carson has emphasized this
point in his The <font style="background-color: rgb(255, 255, 255);">American</font>
Tradition (<span class="correction" id="">Irvington-onHudson</span>:
The <span class="correction" id="">Fbundation</span> for Economic
Education, Inc., 1964). </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">3. Lawrence A. <span
class="correction" id="">Cremin</span>, <font
style="background-color: rgb(255, 255, 255);">American</font>
Education: The Colonial Experience, 1607-1789. (New York: Evanston and
London: <span class="correction" id="">Harper</span> and Row, 1970),
p. 40. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">4. Psalm 127:3. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">5. Romans 13. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">6. Elizabeth <span
class="correction" id="">McEachern</span> Wells, Divine Songs by Isaac
Watts (Fairfax, <span class="correction" id="">Va</span>.: <span
class="correction" id="">Thoburn</span> Press, 1975), p. ii. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">7. bid., p. 42. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">8. Eric Sloane, The
Little Red Schoolhouse (Garden City, New York: Doubleday and Company,
Inc., 1972), p. 3. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">9. Ralph Walker, "Old
Readers," in Early <font style="background-color: rgb(255, 255, 255);">American</font>
Life, October, 1980, p. 54. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">10. Samuel Eliot <span
class="correction" id="">Morison</span>, The Intellectual Life of New
England (Ithaca: Cornell University Press, 1965), <span
class="correction" id="">pp</span>. 71, 72. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">11. Carson, p. 152. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">12. Louis B. Wright, The
Cultural Life of the <font
style="background-color: rgb(255, 255, 255);">American Colonies</font>
(New York: <span class="correction" id="">Harper</span> and Row Pub.,
Inc., 1957), p. 108. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">13. Ibid. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">14. Wright, p. 109. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">15. Carl and Jessica <span
class="correction" id="">Bridenbaugh</span>, Rebels and Gentlemen (New
York: Oxford University Press, 1982), p. 36. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">16. Ibid., p. 39. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">17. Frederick Rudolph,
The <font style="background-color: rgb(255, 255, 255);">American</font>
College and University (New York: Random House, A Vintage Book, 1962), <span
class="correction" id="">pp</span>. 15-16. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">18. <span
class="correction" id="">Morison</span>, p. 39. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">19. <span
class="correction" id="">Morison</span>, p. 37. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">20. <span
class="correction" id="">Morison</span>, p. 39. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">21. Archibald Alexander,
The Log College (London: Banner of Truth Trust, 1968, First Published,
1851), <span class="correction" id="">pp</span>. 14-22. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">22.William H.S. <span
class="correction" id="">Demarest</span>, A History of Rutgers
College, 1766-1924 (Princeton: Princeton University Press, 1924), p.
45. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">23. Rudolph, p. 15. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">24. John Witherspoon,
"Address to the Inhabitants of Jamaica and Other West-India Islands, in
Behalf of the College of New Jersey," Essays upon Important Subjects, <span
class="correction" id="">Vol</span>. III (Edinburgh, 1805), <span
class="correction" id="">pp</span>. 312-318, 328-330. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">25. Max <span
class="correction" id="">Farrand</span>, ed., The Autobiography of
Benjamin Franklin (Berkeley, California, 1949), p~ 86. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">26. <span
class="correction" id="">Bridenbaugh</span>, p. 8T </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">27. <span
class="correction" id="">Bridenbaugh</span>, p. 99. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">28. <span
class="correction" id="">Bridenbaugh</span>, p. 9L </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">29. Wright, <span
class="correction" id="">pp</span>. 126-133. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">30. Daniel <span
class="correction" id="">Boorstin</span>, The Americans: The Colonial
Experience (New York: Random House, Vintage Books, 1958), <span
class="correction" id="">pp</span>. 10-14. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">31. This later became,
of course, the <font style="background-color: rgb(255, 255, 255);">American</font>
Philosophical Society. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">32. <span
class="correction" id="">Bridenbaugh</span>, <span class="correction"
id="">pp</span>. 64-65. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">33. <span
class="correction" id="">Bridenbaugh</span>, p. 65. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">34. <span
class="correction" id="">Boorstin</span>, p. 183. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">35. Richard C. Wade, et.
al., A History of the United States with Selected Readings, <span
class="correction" id="">Vol</span>. I (Boston: Houghton <span
class="correction" id="">Mifflin</span> Co., 1W, 1971), p. 398. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">36. <span
class="correction" id="">Rousas</span> John <span class="correction"
id="">Rushdoony</span>, The Messianic Character of <font
style="background-color: rgb(255, 255, 255);">American</font>
Education (<span class="correction" id="">Nutley</span>, N.J.: The
Craig Press, 1963, 1979), p. 330. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">37. 1bid. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">38. <span
class="correction" id="">Bridenbaugh</span>, p. 99. </font>
<div align="justify"><font
style="background-color: rgb(255, 255, 255);">39. <span
class="correction" id="">Farrand</span>, p. 86. </font></div>
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<br>
-----Original Message-----<br>
From: <a
href='javascript:parent.ComposeTo("suehovey%40moscow.com", "");'>suehovey@moscow.com</a><br>
To: <a
href='javascript:parent.ComposeTo("heirdoug%40netscape.net", "");'>heirdoug@netscape.net</a>;
<a
href='javascript:parent.ComposeTo("vision2020%40moscow.com", "");'>vision2020@moscow.com</a><br>
Sent: Sun, 13 May 2007 2:22 PM<br>
Subject: Re: [Vision2020] What was education like before the Prussian
method ofindoctrination?<br>
<br>
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<div><font face="Arial" size="2">Well the 98% is a number anyone
could pull out of anywhere. Additionally, even with the "Old Deluder
Satan Law" literacy wasn't necessarily a goal for females, or the poor,
or slaves...And even the level of knowledge defined as "literate" then
would be insufficient for today. The national census, which did
attempt to tally the literate didn't even begin until 1790. </font></div>
<div> </div>
<div><font face="Arial" size="2">Sue</font></div>
<blockquote
style="border-left: 2px solid rgb(0, 0, 0); padding-right: 0px; padding-left: 5px; margin-left: 5px; margin-right: 0px;">
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;">-----
Original Message ----- </div>
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<a title="heirdoug@netscape.net"
href="mailto:heirdoug@netscape.net">heirdoug@netscape.net</a> </div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>To:</b>
<a title="idahotom@hotmail.com" href="mailto:idahotom@hotmail.com">idahotom@hotmail.com</a>
; <a title="vision2020@moscow.com" href="mailto:vision2020@moscow.com">vision2020@moscow.com</a>
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<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Sent:</b>
Sunday, May 13, 2007 1:49 PM</div>
<div
style="font-family: arial; font-style: normal; font-variant: normal; font-weight: normal; font-size: 10pt; line-height: normal; font-size-adjust: none; font-stretch: normal;"><b>Subject:</b>
[Vision2020] What was education like before the Prussian method
ofindoctrination?</div>
<div><br>
</div>
<div>"<span style=""></span>Without public education, we might as
well set our clocks back 300 years and<br>
restrict education to only those that can afford it." Tom-Tom Hansen.</div>
<div> </div>
<div>I don't think that the education in the Colonies 300 years
ago was only for the "well off". If that were the case then why was
there a 98% literacy rate back then? <br>
<br>
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No virus found in this incoming message.<br>
Checked by <span class="correction" id="">AVG</span> Free Edition. <br>
Version: 7.5.467 / Virus Database: 269.7.0/803 - Release Date:
5/13/2007 12:17 PM<br>
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<pre wrap="">
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=======================================================
List services made available by First Step Internet,
serving the communities of the Palouse since 1994.
<a class="moz-txt-link-freetext" href="http://www.fsr.net">http://www.fsr.net</a>
<a class="moz-txt-link-freetext" href="mailto:Vision2020@moscow.com">mailto:Vision2020@moscow.com</a>
=======================================================</pre>
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