The Waterbury Democrat. [volume] (Waterbury, Conn.) 1917-1946, 1939-09-11
Here's How 1t Started
THE ORIGINS OF PUBLIC SCHOOLS
BY Alice Hunter Haffey, StaR Writer
Waterbury Democrats Washington Service Bureau

Education began with primitive
man. Parents were the first teach
ers, and the hut, the cave, or the
open field the first class rooms. The
primitive boy and girl learned pro-
lection from enemies and how Il
find shelter, food and clothing.
As man progressed and industrial
changes took place civilization be.
came more and more complex, anc
other teachers had 10 be employed
subjects added, and designated
places for instruction became nee
essary.
Priests were the teachers In the
early days. Classrooms were prob.
ably the temple porches, or some
private dwelling, or perhaps, the
open air. Only elementary subjects
were taught and those through mem.
orization and imitation. Among the
Semitic peoples these included re-
ligion, music, dancing and the
trades.
The schools OF early Greece sought
10 teach strength, endurance and
courage or, In the Anthenian
schools, literary and artistic devel-
opment. In Rome early educational
work was centered In the home In
which the father was the all-pow-
erful factor. After the Roman con-
quest OF Greece, schools fiourished
and were state supported but with
the coming OF the barbarian Teu-
tonic hordes from the north and the
disruption OF the Empire, the cul-
ture and educational work OF the
Greeks and Romans almost disap-
peared.
Church Took Early Leadership
Education In the next centuries
Is marked by the definite leadership
OF the church. Schooling was given
primarily In nonasteries and only
the clergy we're educated. The 18th,
18th and 18th centuries saw the de-
velopment OF trade and merchant
guilds, which employed teachers.
largely from the clergy, to give IN
struction In the 3R's TO their chill
dren. Apprentice classes In the
trades were also conducted.
The Reformation and Counter
Reformation brought an insistent
demand for education for all as the
duty Of the state. Elementary, as
well as sore secondary schools, for
the masses sprang up.
America was settled IN the 18th
century largely by groups Of peo-
pie fleeing from Europe because OF
religious prosecutions, each group
with Its own idea Of education. In
the southern colonies the gentry en-
ployed tutors for their children OF
sent them to England to be educat-
ed. There was no interest in the
education Of the masses except in
trades that would prepare them for
their supposed lifework. The paroch-
ial school prevailed In the middle
colonies. These colonists believed
firmly In the need Of everyone to
read the Bible which made neces-
sary elementary schools 10 teach
reading, as well as some few Sec
ondary schools for further educa-
ton.
Home instruction and some types
Of apprenticeship training were de-
pended upon In the New England
colonies TO furnish the necessary
ability to read and write and to
participate In the church services
Some private instruction was also
given IN classical learning by the
clergy and by private tutors In their
own homes.
Schooi Localized I'm 1912
These voluntary efforts. however.
did not satisfy the Puritan theory
Of education and the state was ask
ed to assist. The Massachusetts, law
OF 1912 directed the officials OF each
town to see that parents and mas
ters were attending to their duties
In educating children. This was the
first time In the English-speaking
world that q state ordered all chill
dren taught to read. Then the ia
nous act Of l647 provided that every
town having SO householders should
at once appoint q teacher Of read
ing and writing. and provide for
his wages In such manner as the
town might determine. and that
every town having 100 households
must provide Matin) grammar
school to fit youth for the univer-
sity." The religious motif for the law
10 expressed in the preamble ITO pre-