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HORACE MANN EDUCATIONAL
REFORMER
BIOGRAPHY
   He was born May 4, 1796 in Franklin Massachussetts
   Grew up Orthodox Catholic but later converted to
    Unitarianism
   Only had several dozen weeks of schooling over 9 years.
   Then he attended Barrett’s school and after only half a
    year here he was admitted to Brown University where
    he graduated first in his class in 1819.
   He then became an instructor at the university.
   He then married the University presidents daughter
    Charlotte in 1831.
   He then continued by attending Judge Tapping Reeve’s
    law school.
   He was married to Mary Peabody in 1843.
MANN’S CAREER
   While attending law school he worked for Judge
    James Richardson as a clerk in Dedham,
    Massachusetts.
   He was admitted to Massachusetts bar of the state in
    1823.
   He ran for senate in 1834 and became president of the
    Massachusetts senate.
   Mann resigned from the senate to take the position of
    first secretary of the State Department of education of
    Massachusetts.
   He then filled the 8th congressional seat after John
    Quincy Adams death.
   His final job was to be the first president of the newly
    created Antioch College.
MAJOR CONTRIBUTIONS
 Began public education in Massachusetts.
 Began normal schools

 Wrote many of the annual reports on condition of
  education
 Suggested that teachers get together periodically to
  share ideas
 Worked to equalize schools throughout the state

 Made it so schools were paid for publically through
  secondary school.
 He took out many of the religious aspects of schools.

 He persuaded legislature that the school year should
  be at least 6 months long and adopted compulsory
  attendance.
HOW DO THESE AFFECTS TODAY’S
EDUCATION?
 We have the schools paid for mostly with tax
  money
 We have policies that equalize schools
  throughout areas
 We have educated teachers
 We have longer school years
 We have libraries for schools
 Schools are more secular and less religious
 In-services to discuss ideas
 There is compulsory attendance policies up to a
  certain age and there are consequences for not
  attending.
"Be ashamed to die before you have won some battle for
humanity,“
                                     ~Horace Mann
REFERENCES

Thomas B Horton. (2011). Education encyclopedia
          . Retrieved from
http://education.stateuniversity.com/pages/2197/Mann-
Horace-1859.html
Pam Mason-King. (n.d.). Common school period
         . Retrieved from
http://www.nd.edu/~rbarger/www7/mann.html
North Carolina State University. (n.d.). North carolina state
         university. Retrieved from
http://www.cals.ncsu.edu/agexed/aee501/mann. Html

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Horace mann educational reformer

  • 2. BIOGRAPHY  He was born May 4, 1796 in Franklin Massachussetts  Grew up Orthodox Catholic but later converted to Unitarianism  Only had several dozen weeks of schooling over 9 years.  Then he attended Barrett’s school and after only half a year here he was admitted to Brown University where he graduated first in his class in 1819.  He then became an instructor at the university.  He then married the University presidents daughter Charlotte in 1831.  He then continued by attending Judge Tapping Reeve’s law school.  He was married to Mary Peabody in 1843.
  • 3. MANN’S CAREER  While attending law school he worked for Judge James Richardson as a clerk in Dedham, Massachusetts.  He was admitted to Massachusetts bar of the state in 1823.  He ran for senate in 1834 and became president of the Massachusetts senate.  Mann resigned from the senate to take the position of first secretary of the State Department of education of Massachusetts.  He then filled the 8th congressional seat after John Quincy Adams death.  His final job was to be the first president of the newly created Antioch College.
  • 4. MAJOR CONTRIBUTIONS  Began public education in Massachusetts.  Began normal schools  Wrote many of the annual reports on condition of education  Suggested that teachers get together periodically to share ideas  Worked to equalize schools throughout the state  Made it so schools were paid for publically through secondary school.  He took out many of the religious aspects of schools.  He persuaded legislature that the school year should be at least 6 months long and adopted compulsory attendance.
  • 5. HOW DO THESE AFFECTS TODAY’S EDUCATION?  We have the schools paid for mostly with tax money  We have policies that equalize schools throughout areas  We have educated teachers  We have longer school years  We have libraries for schools  Schools are more secular and less religious  In-services to discuss ideas  There is compulsory attendance policies up to a certain age and there are consequences for not attending.
  • 6. "Be ashamed to die before you have won some battle for humanity,“ ~Horace Mann
  • 7. REFERENCES Thomas B Horton. (2011). Education encyclopedia . Retrieved from http://education.stateuniversity.com/pages/2197/Mann- Horace-1859.html Pam Mason-King. (n.d.). Common school period . Retrieved from http://www.nd.edu/~rbarger/www7/mann.html North Carolina State University. (n.d.). North carolina state university. Retrieved from http://www.cals.ncsu.edu/agexed/aee501/mann. Html