Our Very FIRST One! “The Father of American Public Education.”

Horace Mann:
Uncommon Visionary for the Common American
If you were to visit towns and cities across the United States, you’d be sure to come across scores of schools named after Horace Mann. He has been called “The Father of American Public Education.” Perhaps you have heard of him but aren’t sure why. Well, in 2006, The Museum of Teaching and Learning rolled out its first exhibition to honor the person who promoted the common school for the common good of the common man [sic]..

As you read on (and DO please open the attachments), you will learn that because of Horace Mann’s influence, American public schools embrace the vision that all students--both rich and poor--should receive an education in schools that are equal. That means all should have equivalent facilities, equally-competent teachers, and access to equivalent courses of study with no need to pay tuition. It hadn’t always been that way. As a matter of fact, in the early 1800s, people weren’t sure that sending children to school, away from settings in homes or churches, was a good idea. It was largely through Mann’s dedication and influence that we have compulsory public education in our democratic society.

After months of preparations, the exhibition about Mann opened at California State Long Beach in the fall of 2006. The venue was the spacious main hall of the College of Education, a building that had once served as the university’s administration building. Visitors had opportunities to read his story, see books by and about Mann and visit a library center reading room. They also read famous Mann quotes that were written in artistic cursive handwriting on small blackboards arranged across a large display wall. In addition, they were able to stop at a listening station where they got to look at “Flat Horace,” a cardboard standup figure of Mann, and hear him being interviewed by a “student reporter.”

The voice of Horace Mann was generously provided by Ed Arnold, a popular host with KOCE-TV and the voice belonged to Sheryl Caito, a vocalist and college staff member. Here is a transcription of the audiotape.


Horace Mann Interview


IN: Welcome to the Museum of Teaching and Learning, an exploration and celebration of some of the major influences in the development of Education in the United States. Today I am pleased to have with me Mr. Horace Mann, considered by many to be “the Father of Education”. Welcome Mr. Mann.


HM: Thank you. I am honored to be here and flattered by this tribute. When I think of my beginnings in 1796, a poor farm boy in Franklin Massachusetts, unable to obtain even a basic education, and where I am now as I come to the autumn of my life, it is truly a wonder to me.


IN: It is no coincidence or wonder for which we honor you today—but for the results of a lifetime of unwavering determination to achieve, no matter the obstacles—from educating yourself, to being admitted to Brown University and graduating with honors, to your tireless work over twelve years on the very first Board of Education to remodel the school system in your home State. Much of our modern day system is the result of those efforts.


HM: I have in the past said “…. “Let us not be content to wait and see what will happen, but give us the determination to make the right things happen.” So I would humbly have to concede your point.


IN: I think you certainly applied that principle to your work with the Board of Education.


HM: “…as long as I hold this office, I dedicate myself to the supremest welfare of mankind on earth.” I made that promise when I accepted the post of Secretary in 1837. I have always believed that “education, beyond all other devices of human origins, is the great equalizer of the conditions of men…” I was determined to open people’s eyes to that concept and convince them that the improvements I sought were possible, and critical to the success of that ideal.


IN: But improving a long standing system was very difficult, I would imagine.


HM: Difficult and very frustrating. The school system nationwide was in a terrible state. Buildings were in disrepair, teachers were grossly underpaid, and there was no universal method with which to teach. What schooling did exist was very poorly attended.

IN: If at all.


HM: Exactly. In Massachusetts alone, one third of children did not attend school at all, and one sixth of all students attended private schools. I simply could not allow that to stand. “…a human being is not attaining his full heights until he is educated.” I believed that schools should be “common”, meaning they should be accessible to all, universally supported, and commonly controlled. I also felt there should be a definite separation between school and religion.
IN: All this was contrary to the beliefs of your detractors.


TM: Of course. Changing their minds was like “trying to batter down Gibraltar with one’s fist.” But I was…what did you say earlier? I was “unwavering”. I held teachers conventions, I delivered lectures, published articles and essays in newspapers and journals.


IN: You created some sort of magazine as well, I believe?


HM: I did. I founded and edited “The Common School Journal” a bi-monthly magazine, and a series of twelve “Annual Reports” in which were detailed my vision of what education could be. I also toured eight European countries to analyze their school systems.

IN: By the time you left office in 1848, many of the improvements you fought for had in fact been implemented.


HM: Yes. There was more money appropriated for schooling, teachers’ salaries had risen, the school year had been extended, primary education became mandatory and the state had established its first normal (meaning “standard”) school for teacher training.

IN: All this you accomplished from a position with no prior track record, no power to enact or enforce policy, and no operational funding whatsoever. That is extraordinary.


HM: Thank you.


IN: I so wish to continue this conversation, but unfortunately we are almost out of time. So I will close by asking you this: your life has been an example of incredible accomplishment, both personal, and for the higher good of all. Is there a thought, ideal, a statement you feel summarizes the tremendous passion with which you have lived so much of your life?


HM: I would have to repeat what I told my constituents in 1853 upon acceptance of the presidency at Antioch University: “Be ashamed to die until you have won some victory for humanity”

IN: I’m going to let that be the final word. Horace Mann, thank you for being our guest today, and thank you, our listeners for joining us. This has been ____________ for the Museum of Teaching and Learning. Good day.
More information about our Horace Mann Exhibition is attached to this email as follows:

• Feedback interviews with Visitors – they tell what they liked and learned
• Exhibit grant proposal – sharing the elements and budget
• Karina (Intern) News Article – our CSUF intern provided a summary of the exhibition
  
• Press Release – sent out through CSULB

After a semester’s run at Cal State Long Beach, the Mann exhibition traveled to the Culver City campus of Antioch University for their community to enjoy for a similar run. After that, while MOTAL was engaged in planning its next exhibition, Horace Mann went into storage at a location offered for free. In the interim, the owner of the warehouse sold the property and neglected to alert MOTAL that the new owner was going to clear things out. Alas, many components of the exhibition disappeared and met a tragic end. Flat Horace, however, did survive and he has paid visits to street fairs and schools from time to time.


Thanks for reading about our first exhibition. We leave you with this well-known quote, one of many by Horace Mann: “Be ashamed to die until you have won some victory for humanity.”


Submitted by Greta Nagel, MOTAL President and CEO


Link to more Horace Mann Quotes:https://www.goodreads.com/author/quotes/279932.Horace_Mann