Calvin Stowe was one who agreed with Horace Mann in a sense. Stowe traveled the world examining other education systems, and noticed that America’s education system was holding the country back. Stowe states, “The sovereigns who I have alluded are not only educating the people, but they are laying aside the pomp, the trappings…” (Stowe, 1837). Stowe alludes that other countries are laying aside their wealth and their statuses to educate the people, in contrast to America. Calvin Stowe believed the solution to inadequate education in America was to have an accessible common school debate. Without the common school debate, there will be no educated citizens among our country, he states, “republicanism can be maintained only by universal intelligence
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When it comes to education, Labaree says, “we would give the term a meaning so comprehensive as to embrace all these different views” (Labaree, 1849). The different views he mentions are the different aspects of education of others, and he goes on to explain how they all can be combined to produce a cohesive meaning of education. Labaree’s goals were almost synchronous with Mann’s goals. Labaree declares, tyrants may compel men to adopt the same habits, to pursue the same course of life, and to express the same thoughts, but where men are truly free, they will differ in opinions and actions” (Labaree, 1849). Labaree’s statement ties in with Mann’s statement stating, “That anyone who is to participate in the government of a country, when he becomes a man, should receive no instruction respecting the nature and functions of the government he is afterwards to administer, is a political solecism” (Mann, 1848). Labaree and Mann both agree that a man should have his own opinion, and not be influenced or compelled to make a certain decision. Labaree’s approach to the common school movement differs from Mann’s approach, being that Labaree focused his perspective more on educating immigrants entering America. Labaree declares, “they have a twofold duty to perform in regard to this class of our population” (Labaree, 1849). Labaree takes Mann’s common school
When it comes to education, Labaree says, “we would give the term a meaning so comprehensive as to embrace all these different views” (Labaree, 1849). The different views he mentions are the different aspects of education of others, and he goes on to explain how they all can be combined to produce a cohesive meaning of education. Labaree’s goals were almost synchronous with Mann’s goals. Labaree declares, tyrants may compel men to adopt the same habits, to pursue the same course of life, and to express the same thoughts, but where men are truly free, they will differ in opinions and actions” (Labaree, 1849). Labaree’s statement ties in with Mann’s statement stating, “That anyone who is to participate in the government of a country, when he becomes a man, should receive no instruction respecting the nature and functions of the government he is afterwards to administer, is a political solecism” (Mann, 1848). Labaree and Mann both agree that a man should have his own opinion, and not be influenced or compelled to make a certain decision. Labaree’s approach to the common school movement differs from Mann’s approach, being that Labaree focused his perspective more on educating immigrants entering America. Labaree declares, “they have a twofold duty to perform in regard to this class of our population” (Labaree, 1849). Labaree takes Mann’s common school