Knowledge Institution in Colonial America

Parents were reminded "that it was the duty of parents to bring up their children so they would know how to ascertain, how to understand and obey the lawfulnesss of the country, and how to understand and hump by the principles of their religion" (13). As a pr take onical matter, this agreement also resulted in the apprenticeship of children to sundry trades, with the tradesmasters assuming responsibility for the commandment of children in their charge. In this regard, Knight cites the passage in 1641 in natural Plym awayh of "an act recognizing the principle of the English Poor virtue of 1601, that the care of poor children was a public responsibility, and providing that they could be lay in families for proper maintenance, and presumably also for gentility" ( atomic number 6). This was a form of institutionalization inasmuch as the children affected would have been educated outdoor(a) the home. The nurtureal system in New England was further send in 1647 in Massachusetts Bay by the superannuated Deluder Satan Act, which Johanningmeier says "required that towns of fifty or more households send one of themselves to teach all children to read and write" and that those of 100 or more establish a college-prep grammar school. This derived from the Protestant (and therefrom Puritan) belief in a literacy that would permit the faithful to read the bible. The name of the act derived from th

The prototypical three quarters of the eighteenth century are well-nigh a perfect blank so far as anything was done by the public authorities to provide an raising for the people. . . . The only legislative enactments during this long, dreary period, touching the subject at all are the following: On the seventh of June, 1712, an act was passed providing that all religious societies, assemblies and congregations of Protestants, be allowed to purchase lands and tenements for erecting schools, hospitals, and so forth . . .

on the twentieth of May, 1767, an Act was passed "for raising by path of lottery the sum of four hundred an ninety-nine pounds and 19 shillings, to be applied to the payment of the arrears of debt due for the building and polish of the German Lutheran church, in Earl township, Lancaster county, and towards erecting and building a schoolhouse to the same church" (53).

In the majority of cases (academies] died out with the development of a more popular form of education meeting the same needs. In some instances they grew into normal schools. The New York state system of normal schools had for the most part much(prenominal) an origin. In a substantial number of cases, academies developed straight into high schools. Thus the academies in Maryland contributed to the high school, as in New York they did to the normal school system (57).

The splendor of protecting property figured into the various laws governing education that emerged in Virginia. Johanningmeier cites an orphan-estate-protection law of 1642 in Virginia that "stated that guardians were to ensure that their charges be taught the Christian religion and 'the rudiments of learning'" (27). Knight puts the year of this law as 1643, and he says that North Carolina, South Carolina, and Georgia passed quasi(prenominal) laws before the end of the seventeenth century (101). Similar laws enacted in 1705, 1730, 1740, 1748, and 1751 in Virginia required guardians to teach orphans whose estates they administered (and
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