American education developed from European intellectual traditions and institutions transplanted to the new world and modified by contact among different colonial groups and between new settlers and indigenous peoples. The English majority had the most influence on education. In New England, also including the 13 colonies, the English language, laws, and customs had become the complete basis in colonial educational practice. (Cremin313). Education for Americans had been a problem ever since its beginning. Many people agreed with James Madison that "All people who mean to be their own governors must arm themselves with the power which knowledge gives." Many people felt that school was good and necessary, but were concerned about the cost. (Wright, Fowler 187).

English Protestantism became the leading aspect for colonial education aspirations. Piety combined with devotion to vocation

Almost all the half million African Americans in the colonies at the same time of the revolution were slaves. In a few instances, religious groups established schools for them. One of the earliest schools were sponsored by the Church of England. A minister named Elias Neau taught school Three times a week for Indians, poor whites, and blacks. Since the Quakers were against slavery, they were outspoken on the freedom and education for African Americans. At the same time not many schools were integrated, especially schools for blacks. The schools that were established include The Boston Latin Schools, which were the first schools, and the Philadelphia African School. (Cremin 316).

Cremin, Lawrence A. "Education to 1887." Philosophy of Education. An Encyclopedia. New York & London : Garland Publishing, 1996.

Boys and girls should have been treated equally, as if the only thing that was different about them was their gender, but in many ways, equality played no role in the education of boys and girls. Boys were said to be the people that would have better education because of their dreams of becoming something great as adults. For girls, this wasn't even an option because there wasn't much a girl was allowed to do that would make a difference or even a tiny impact in anything that went on during this time.

Wright, Louis B. Everyday Life In Colonial America. New York: G.P. Putnams Sons, 1965.

Although schools during the 19th century seemed to show a separation between religion and secularism, there were Pro-Christianity communities that taught an immense amount of religion.

He believed that sending all children to state-regulated schools could both control and perfect society. Because of his determination of providing this type of school, he was appointed as the first superintendent of the state board of education in Massachusetts, where he built the nations first statewide common school system. (Newman 381)

The women were domestic, and the home was the scene of their activity. The object of their education was to attract men, gain husbands, have homes, and manage families. Their teaching was entirely different from that of men, girls were not taught anything such as mathematics, Latin, or sciences, they were only taught a very small amount of geography, astronomy, and natural philosophy. To give a girl the same course of study as a boy beyond the first reader would have been regarded as an absurdity. A book called "The Female Friend", published in Baltimore in 1809 said, "A female politician is only less disgusting than a female infidel - but a female patriot is what Hannah more was and what every American women should be." (Hunt 75) Adisson's description of the accomplishments of the English women include:

Wright, Louis B. Everyday Life In Colonial America. New York: G.P. Putnam's Sons, 1972.

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Approximate Word count = 2577
Approximate Pages = 10 (250 words per page double spaced)