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Where children lived had a great deal to do with the education education that they received. For the most part around the world, formal education was an urban phenomenon. That was where the money was. Rural schools because of the low density of population created problems. That was, however, where the children were. This was the case even in the 19th century when some countries began building public school systems. America and Germany led the way, but only America committed to building schools in rural areas. Schools in Europe were open in village, but to lesser extent in rural areas. This may have in part to the fact that America was a very rural country, more rural than the European countries opening schools. And while urban populations steadily increased during the 19th century, over half of the American populations lived in rural areas at the turn-of-the 29th century. Another factor in America was the ideological image of the farmer. The Jeffersonian idea was small-scale agriculture, the idea of the family farm. The result was the Northwest Ordinance (1787) and the Homestead Act (1862) through which the Federal Government sold land with parcels reserved for schools. Land on which the school was built and land that could be sold to finance building that school. So as the frontier moved west, rural schools were create in in most states, even before the territories became states. And some evolved into urban schools as the population increased. The southern states were different which meant that these states had much more limited public school systems. The quality of education carried in these rural schools. They were small, often one or two room. The ages varied, often pupils 2-20 years of age, Rural children took longer to complete their education as they were often required on the farm, missing many school days. Educator Horace Mann complained that New England farmers housed their hogs in better buildings than those many early schools to which they sent their children. The quality of the teachers also varied. Low salaries did not attract the most capable people. This is why so many teachers were women that had few other employment opportunities. This probably was a positive outcome as many schoolmarms proved to be excellent teachers. By the end of the century, small rural schools was becoming an impediment. They were expensive to administer as many had only a few children. In addition, they only offered education through the 8th grade. And states were expanding secondary education meeting the demands of an increasingly urban, industrial society. Rural children for the most part had to move in with relatives are family friends to attend secondary schools. Another location issue appeared in the 20th century. The cost of administering large numbers of rural schools caused states to move toward consolidating town schools. his was made possible by Henry Ford and his low-cost motor vehicles. Schools for the most part were funded by property taxes. This created substantial differences in funding from district to district.
For the most part around the world, formal education was an urban phenomenon. That was where the money was.
Rural schools because of the low density of population created problems. That was where the children were. America would not reach bthe point thatb a majority of children were in urban areas until the 1920s. This ruural dominamce was the case even in the 19th century when some countries began building public school systems. America and Germany led the way, but only America committed to building schools in rural areas. The major Euroopean countruies, especially in the 19th century, were more urbalized than America. Schools in Europe were often in villages and and to a much lesser ectent n the country-side. This may have in part to the fact that America was a very rural country, more rural than the European countries opening schools. And while urban populations in America steadily increased during the 19th century, over half of the American populations still lived in rural areas at the turn-of-the 20th century. Another factor in America was the ideological image of the farmer. The Jeffersonian idea was small-scale agriculture, the idea of the family farm. The result was the Northwest Ordinance (1787) and the Homestead Act (1862) through which the Federal Government sold land with parcels reserved for schools. Land on which the school was built and land that could be sold to finance building that school. So as the frontier moved west, rural schools were create in in most states, even before the territories became states. And some evolved into urban schools as the population increased. The southern states were different which meant that these states had much more limited public school systems. The quality of education carried in these rural schools. They were small, often one or two room. The ages varied, often pupils 2-20 years of age, Rural children took longer to complete their education as they were often required on the farm, missing many school days. Educator Horace Mann complained that New England farmers housed their hogs in better buildings than those many early schools to which they sent their children. The quality of the teachers also varied. Low salaries did not attract the most capable people. This is why so many teachers were women that had few other employment opportunities. This probably was a positive outcome as many schoolmarms proved to be excellent teachers. By the end of the century, small rural schools was becoming an impediment. They were expensive to administer as many had only a few children. In addition, they only offered education through the 8th grade. And states were expanding secondary education meeting the demands of an increasingly urban, industrial society. Rural children for the most part had to move in with relatives or family friends to attend secondary schools. Another location issue appeared in the 20th century. The cost of administering large numbers of rural schools caused states to move toward consolidating town schools. his was made possible by Henry Ford and his low-cost motor vehicles. Schools for the most part were funded by property taxes. This created substantial differences in funding from district to district.
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