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The European method of instruction that received the most attention in the early nineteenth century was the monitorial method. The monitorial method, as its name imply, relied on the use of monitors, pupils who were trained by a master teacher to assist in
conducting classes, taking attendance, and maintaining order. First, the master teacher would train a number of monitors in a particular skill, such as adding single-digit numbers. These monitors were then assigned to teach that particular skill to subgroups of students. The advantage of this method was that the large numbers of students could be taught basic literacy and numeracy.
As the frontier was expanding, individuals and groups were seeking a new form of education suited to the republican needs of a frontier society and the northern states were experiencing the early stages of industrialization. Both industrialization and the frontier movement produced a spirit of practicality that encouraged schools to cultivate basic skills as opposed to the traditional and classical subjects.
Although the major thrust of the American common school movement of the first half of the nineteenth century was to win popular support for publicly financed elementary education, it also had broad social, political, intellectual, and economic ramifications. The common school may be defined as an institution devoted to elementary educational in the basic tools of reading, writing and arithmetic. Because the Tenth Amendment reserved powers over education to each state, the patterns of common school establishment varied considerably from state to state. The basic roots of the common school movement were established between 1820 and 1850. Common schools generally were established first in the New England states.
By the mid-nineteenth century, the normal school had become widely accepted as an institution for preparing teachers. It was modeled after the French "ecole normale", from which its name was derived. Normal schools, first established in New England in 1823, were two-year institutions providing courses in history and philosophy of education, instructional principles, and methodology. By the end of the nineteenth century, however, many normal schools had been converted into four-year teacher-education colleges.
The common school movement and the rise of the movement for women's rights helped the entry of women into teaching. Catharine Beecher, founder of the Hartford Female Seminary in 1828, was a pioneering educator who integrated women's education with their entry into teaching careers. The establishment of the common school created the framework for a tax-supported and locally controlled public elementary school education in the USA. As the common school movement expanded, the ideal was to provide as much education as possible for all children and youth. The keynote to the late nineteenth century became "more education for more people". By 1900, the majority ofchildren aged six to thirteen were enrolled in elementary schools. By 1980 the percentage had climbed to 99 %.
In the early nineteenth century, the Latin grammar school of the colonial period was replaced by the academy. The academy was the dominant institution of secondary education during the first half of the nineteenth century. Serving the educational needs of the middle classes it offered a wide range of curricula and subject matter. By the mid-nineteenth century, there were many academies functioning throughout the nation, especially at the secondary level. By 1855, there were more then 6.000 academies in the US with an enrollment of 263.000 students. The academies were under the control of private boards of trustees or governing bodies. The late nineteenth and twentieth centuries saw the emergence of high school and the junior high, or middle school, which incorporated utilitarianism, vocationalism, and commercialism.
In the 1870s, the courts ruled in a series of cases that the people of the states could establish and support public high schools with tax funds if they desired. After that the public-high-school movement spread rapidly. By 1890, the 2.526 public high schools in the US were enrolling more than 200.000 students. In contrast, the 1.600 private secondary schools and academies at that time enrolled fewer than 95.000 students.
In order to standardize the curricula of the high school, the National Education association in 1892 established the Committee often, which was chaired by Charles Eliot, president of Harvard University. Eliot guided the committee to two major recommendations: earlier entry of several subjects and uniform treatment in the teaching of subjects for both college and terminal students.
The usual high-school pattern followed a four-year sequence that encompassed grades nine, ten, eleven, and twelve and generally included the age group of fourteen to eighteen. There were exceptions, however, in that some reorganized six-year institutions could be found in which students attended a combined junior-senior high school after completing a six-year elementary school. Three-year junior high schools, which comprised seventh, eighth, and ninth grades, combined with three-year senior high schools, which encompassed tenth, eleventh, and twelfth grades, also began to appear in some large school districts in the 1920s.
During the 1960s, the middle school appeared. The middle school generally includes grades six, seven, and eight.
