In fact if the reader analyzes the passage that was assigned there are many facts to support Brownson’s perspective towards Mann’s common-school reform being undemocratic. Our free society as a country began to change, such as teaching as a public profession. Mann believed that teachers should have Christian morality and have patterns of virtue. These criteria’s originated from Protestant virtues, which invaded the private lives of the teachers in the past (Tozer, 2013, p.68). Mann wanted teachers to be conservative, which meant following the Protestant way of life. Protestant views also played a large part in the textbooks used in classrooms, which had a large influential impact on our free society as a country. The ideology of the country slowly started to change as well and emerged more towards a more government influenced concept around the state, instead of focusing on just the townspeople.
Furthermore, the role of public schooling in a democratic society was to keep decisions among the townspeople, respect the differences in a society and not to have education entwined with religion...
... middle of paper ...
...s did,” this is mind blowing, because it seems that many adults are not aware when they are moving down the economic ladder (Social, 2013). I do believe that merit is a large factor towards social mobility through a person’s life.
In summary both Orestes Brownson and Horace Mann currently have and had a substantial impact on the school system throughout the years. I believe that Brownson was correct in his assessment of the undemocratic aspects of Horace Mann’s plans for common schooling and the establishment for normal schools. I also believe that school can be a source of freedom and a source of oppression as well. In my eyes social mobility is also heavily based on merit and many people can accomplish social mobility if they are willing to work hard and try their best in school if they are given the chance and have the correct resources to excel in their classes.
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