In the United States, Noah Webster combined his effort to create a dominant national culture with the promotion of patriotism. Webster’s spelling book, with its nationalistic themes, replaced The New England Primer as the major school text in the post-Revolutionary period. Education is still considered, by some, as a means of preparing children to obey government laws. Education is still considered a social panacea that will eliminate crime, immorality, and poverty. Education is still considered, by some, as a means of maintaining social-class differences.
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The report argued that Nisei college students were following an unrealistic path by selecting whitecollar occupations that were not open to them. Also, European Americans grouped people from a wide variety of cultural and linguistic backgrounds under the word Asian. The all-encompassing term Asian facilitated the rationalization of economic and social exploitation, and discrimination. The Asian American experience, however, was changed by World War II. The Japanese attack on the United States was motivated by imperialist desires. For the first time, the U.S. government became a target of foreign imperialism by an Asian country. One result was for European, African, and Native Americans to quickly differentiate between peoples from Asia.
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For the school reformer, such as Horace Mann, equality of economic opportunity was a means of reducing friction among social classes. For the employer, equality of economic opportunity was a means of ensuring a supply of the best possible workers by creating competition among workers in the labor market. For most members of society, the common school became the hope for providing and maintaining a society based on equality of economic opportunity. Most social groups believed that the common school was the best means of controlling crime, social unrest, and political disruptions.
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Last, I will discuss the meaning of the common school movement for the later development of the American school. The time line in Chapter 3 is intended to illustrate the intersection of multicultural concerns and social reform impulses with the development of the common school. As indicated, the removal of the southern tribes to Indian Territory was occurring at the same time that Horace Mann was advocating the creation of a common Anglo-American culture by the common school. Also, before and after Mann initiated his campaign, there were disputes about the education of freed African Americans, and confrontations between Protestants and Irish Catholics over religion in the schools. Illustrated in the time line are the importance of multiculturalism, nationalism, and social reform during the common school period.