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Migration and common schooling in urban America: educating newcomers in Boston and Cincinnati, 1820s-1860s.
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- Author(s): Ramsey, Paul J.
- Source:
Paedagogica Historica; Dec2018, Vol. 54 Issue 6, p704-719, 16p- Subject Terms:
- Source:
- Additional Information
- Subject Terms:
- Abstract: This article juxtaposes two U.S. cities' differing educational reactions to mass migrations prior to the Progressive Era. During the nineteenth century, Boston, Massachusetts, developed a model urban education system, one that was visited and replicated throughout the nation. At the beginning of the nineteenth century, Boston was a relatively communal city in which a small group of elites dominated civic life. As waves of poor, rural New Englanders and, later, Irish immigrants threated the supposed cohesive nature and shared values of the community, Boston's public school system focused on assimilating the newcomers through moral training. Like Boston, Cincinnati, Ohio, created public schools that were toured and studied, largely because of the city's renowned German-English program. Unlike Boston, however, the city and the schools were co-developed by migrants. Highly educated German immigrants and settlers from the East developed the public schools together and, unlike the assimilationist schools in Boston, created an educational system that had a relatively pluralistic mission. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of Paedagogica Historica is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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