Academy Schools And High Schools In The 19th Century

Public schools before the 1830s weren’t technically public because education was not open to the general public. At the time, the “public” schools were made up of a majority of white children, because their parents were wealthy enough to pay for their education. While some schools in both the North and the South allowed African Americans to attend, a lot of the African American families still could not afford to send their children. On top of not being able to afford school, in the South most schools did not believe in educating slaves. The monetary problem holding kids back from getting an equal opportunity to access education was what sparked the movement to reform the public schools.

Children may have to attend a school that is associated with their religion. It is always possible that this gives the child a different quality/balance of education. They may struggle to understand other people‘s religion or lifestyle choices. They may become confused or isolated and

Anali Vargas, ‘Some Major Differences Between High School in the 1950’s and Now’-Page 4, www.illinoishistory.gov/Illinois%20History/Jan05-21Vargas.pdf,

In 1920, the Indian Act (1867) was amended which made school compulsory for all Native children between 7 and 15 years of age; however there were reports that children even younger than that were admitted. Some children never saw their parents for 4-6 years or even longer. The abuse, torture, and slavery caused the students to rebel or to even try to run away. In some occasions the students who ran away would eventually be found and returned to the school and punished. In other occasions the students who fled during the winter and could not be found where never searched for and parents were never notified, leading to the students freezing to death. Many students referred to residential schools as a prison sentence and themselves as

Attending a magnet school which based its education in the arts I never realized how drastically different my curriculum was than that of other middles schools. The difference went beyond middle schools in my district or state, but affected me closer to home—at my high school. In middle school, education more frequently came from collaborative coursework rather than ‘traditional’ lesson plans. The transition to high school was difficult because it seemed that students focused on social status and school administration focused on standardized testing scores. When looking at my education compared to course readings, I have found that despite my two schools being in the same school district and city, they each proposed different notions as to how schools should be ran and what makes education valuable.

Canada holds a shameful history of operating beyond 130 residential schools for the Aboriginal Children during 1800’s until late 1900’s (“Misconceptions of Canada’s Indian Residential School System” 2007). Due to the implementation of the Indian Act in 1876, more than 100 000 Aboriginal children between the ages of four and sixteen years old were forced out of their homes, separated from their family, and sent to the residential schools to be assimilated into Euro-Canadian cultures (ANISHINABEK, 2013). The residential schools were operated by the churches and were funded by the Government of Canada. The main reason for sending the children to the residential schools was due to the strong belief that the assimilation has to start with the children to make them a civilized human beings as the Aboriginal were seen as “savages”. (NEEGANAGWEDGIN,

Education over the years has changed drastically. Between the push for schools in the time of colonial American and the school reform starting in 1830, schools began to drastically improve over time. Both of these events from different time periods positively impacted areas of education, changing our world for the better. These impacts can still be felt in school systems today across the country.

For many people in eighth grade, their college and career paths are uncertain. As for me, my college and career is already mapped out. I already know that I want to have in computer sciences, and I already know that I will be successful if I were in one of Kingsway’s academies. The field that I want to get into, computer sciences, could fall into both, the STEM and BLA, academies. Computer sciences could fall under the “Technology” or “Engineering” part of the STEM program. It could also fall under BLA because of its focus on technology and problem solving. In addition to my educational field, the academies will help me achieve my goal of becoming something similar to a computer systems analyst. Both of the academies could help me work on

I began researching private high schools with exceptional academics on my own and came across The Academy of the Holy Angels (AHA). The idea of attending a Catholic school was foreign, yet exciting. What I liked most about the school was its mission to educate and challenge its students to their full potential. Besides the challenging academics, the athletics and performing arts department also captured my

Academies have close links with the local education authority although not maintained by it they have more freedoms. They are set up by sponsors from businesses although there are more opportunities from communities to be involved giving them academy status.

These experiences were not confined to the late 19th and early 20th centuries but reach well into the present. Nor has the theme of such occurrences changed much over the years. Each of these boarding schools and its students possessed unique qualities that were shaped by a multitude of conditions, including the cultures of the tribes represented, the location, the era, and the schools' directors. Yet each of these institutions also symbolized an education that removed the students from their homes, their families, and their indigenous communities. The curriculum and the physical work associated with the schools form one of the commonalities shared between schools regardless of the time period. Another trait among the schools is the students'

The structure of the schools themselves, between 1894 and 1910, consisted of two divisions of classes, kindergarten through third grade and fourth through sixth grade. First, second, and third graders concentrated on lessons in music, health, manners, arithmetic, and some limited vocational skills defined by the Indian Office as industrial work. Instruction in reading, grammar, and spelling finished the school day. Beginning with the fourth grade academic requirements were minimized in favor of more intensive vocational training. This consisted of 145 minutes a day of instruction in reading, history, geography, and other topics; vocational work, however, took up the most time with 240 minutes being dedicated to those tasks (Ellis, 1996).

Academies – Run by a governing body and receive funding from the government. These schools follow a different curriculum and some have sponsors which are responsible for any school improvements.

The source of the American school system’s failure has much to do with the fact that it is simply outdated. It was set up in the late 1800s and early 1900s in order to meet the rampant needs of America’s newly industrialized economy. Public schooling supplied factories with a skilled labor force, and provided basic literacy to the masses, and it was the education that the vast majority of the population received. The overall implementation of our current school system credits itself to educational reformer Horace Mann, known as the father of American public schooling. Horace Mann examined a broad range of various educational models before eventually putting into effect the Prussian model. Designed by Frederick the Great, this model's aim was to create a system designed to exercise

Certain differences are modest, like the amount or quality of equipment one could use during recess to entertain oneself. But other differences, such as the number of AP and Honors courses that are offered, the student to teacher ratio, and the aggregate of local and state funds that are given are rather substantial. Though it was difficult for me to identify with my peers due to various barriers (language, social, economic, ethnic), the fact that I was receiving a better education than the students in my home neighborhood never escaped my mind.