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The Rise of the Common School Ideology in the 1830s
(Adapted from Chapter 5 of Carl Kaestle’s Pillars of the Republic)

"Ideology" as a set of apparently compatible propositions about human nature and society that help an individual to interpret complex human problems and take action that the individual believes is in his or her best interest and the best interests of the society as a whole. An aspect of culture that attempts to justify and defend a set of social relations and institutions. (p. 76).

Native Protestant Ideology rested on ten strands or major propositions (p. 76):

the sacredness and fragility of the republican polity (individualism, liberty, & virtue)
importance of individual character in fostering social morality
central role of personal industry in defining rectitude and merit
delineation of a highly respected but limited domestic role for women
importance for character building of familial and social environment (w/ racial and ethnic limits)
sanctity and social virtues of property
equality and abundance of economic opportunity in the U.S.
superiority of American Protestant culture
grandeur of America’s destiny
Necessity of a determined public effort to unify America’s polyglot population, chiefly through education

Republicanism

Protestantism

Capitalism

1. Embodiments of virtue were the yeoman and citizen (i.e., propertied, industrious, and intelligent).

There was a focus on self sacrifice and subordination; stressing common beliefs of order as well as liberty.

Required discipline (excoriated Anne Hutchinson).

No controversial issues to be taught in schools.

Schooling to stress unity, obedience, restraint, self sacrifice and careful exercise of intelligence -- definitely concerned about the diverse immigration going on.

2. Moral quality of society improved by moral quality of individuals.

Urban missionaries equated poor character with vice and poverty.

Role of schools was to "make men moral."

Believed in the superior form of religion and made no apologies for it -- "defenders of the faith."

Associated Protestant Christianity with republicanism, economic progress, and virtue.

Democracy = Christianity
(not Catholicism)

Core belief (95): "Human beings are born malleable and potentially good but need careful guidance. All men are equal in some formal ways, but some groups are more able, wise, and refined than others; and therefore it is important that in education, economic and political institutions be shaped to maintain the values and leadership of cultivated, native Protestant Americans."

Achieved through self discipline (for those on the "inside") and assimilation through education (for the immigrant groups).

Necessity of hard work was the message in schools.

Idleness was seen as a vice and industriousness as providing happiness and prosperity.

Hardworking people (83) in temporary poverty caused by personal calamity deserved charity; but those unworthy individuals whose chronic poverty was caused by indolence deserved their plight.

School books centered on basic themes derived from the conviction that social order and social morality depended upon individual character and that the chief badge of character was work.

Aspect of the importance of (91) owning property and education = "fair opportunity."

Discussion Points:

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