Tuesday, September 11, 2007

James Berlin 1880-1900

The focus of Berlin’s article is show that writing instruction has been a mix of competing claims regarding the purpose of education. This is due to various economic, political, and social changes. From 1880 to 1900, English studies in colleges and public schools focused on both literature and composition. In the early years, only rhetoric courses focused on vernacular. Historically, English has always been one of the “required” studies- a staple in grade school, high school, and college curriculums. During these times, there was generally a greater emphasis on the teaching of writing. Attention to literary texts is something that is more of a modern phenomenon. From the start, literary texts were considered an extension of ethical and social training. Oddly enough, women dominated teaching at the elementary, junior, and secondary levels. Still, they were greatly outnumbered at the college level. In 1900, 75% of all public school teachers were women.

There were many economical, political, and social changes which altered the course of college curriculum during this time period. The shift in capitalism from a laissez-faire market economy changed competition in society. Education played a large role in this transition and college became restricted to the wealthy and elite. At this time, high school was intended strictly to help students prepare for college educations. Most high schools were private. Colleges focused on preparing the “leadership” class to claim their rightful place in society. Most students majored in law, medicine, or ministry. However, all undergraduate courses were nearly identical and all of them emphasized English.

When the Morrill Federal Land Grant of 1862 passed, the structure of schooling changed. State schools were given government funds to encourage science experts to develop profitable methods of production, distribution, and exchange. In turn, these experts would work to help society to become more profitable. This grant required schools to open up their doors to minorities, so women and blacks had the opportunity to further their educations. However, this did not really work as intended. As time progressed, people argued to change high school curriculum to the science-based curriculum that was now in college. As a result, high school enrollment soared. In 1890, about 200,000 students attended public high school; in 1900 the figure doubled to 520,000 students. Since that time, attendance continued to increase.

In 1892, the National Education Association appointed a group called the “Committee of Ten.” Harvard president Charles W. Eliot served as the chair. The group worked to examine curriculum on secondary schools to help it become more cohesive with college expectations. This committee formulated a group called the Conference on English, which was responsible for organizing English studies in high schools. The Conference determined that the main objective of English was (1) to allow the pupil to understand thoughts of others and to give his/her own thoughts, and (2) to develop a taste for literature. This was a huge accomplishment because it was the first time curriculum had ever been given a definite structure.

This shift in focus made high school and colleges become part of a meritocracy. A meritocracy is a hierarchical class structure where a professional has the power to determine which problems are worth solving- based on the demands of capitalism. Thus, the objective, mechanical rhetoric students were required to learn was basically part of a scheme meant to reinforce political and economic authority and conceal that this whole event was occurring. As a result, a liberal culture emerged in response. This culture did not oppose democracy, but it argued that business of higher education was only to train leaders of society and that other societal groups (women, other minorities) were alienated from opportunities.

1 comment:

Lindsay said...

I thought it was interesting that as a result of adding science-based curriculum to the high schools during this period,"high school enrollment soared. In 1890, about 200,000 students attended public high school; in 1900 the figure doubled to 520,000 students." This was interesting to me because a lot of students I know from all different age groups are apathetic about school. Students groan about waking up, taking "stupid classes," and the list could go on and on! However, reading your summary on education during 1880-1900 really made me take a step back to realize how lucky we are that everyone is entitled to education.

Another interesting point is that "college became restricted to the wealthy and elite." Nowadays there are community colleges, scholarships, and other affordable colleges. However, it got me to thinking of a bunch of friends I have that have rediculous student loans, had to drop out of school because their parents don't pay for it, etc. I think this is very unfortunate because I believe you can get a good education anywhere. I feel lucky to go to Elmhurst because of the quality of my education, but seriously, what am I paying about 30,000 dollars (without scholarship) for??!! And if my parents weren't paying I could forget about this. I think quality, good reputation schools should be made not only for the "elite and wealthy", but the average, working college student.

I also wasn't sure what "in the early years, only rhetoric courses focused on vernacular" meant. I'm kind of fuzzy as to what rhetoric course even means, so maybe I'll try to clear this up for myself.