"he opened a free Sunday School in Pickford Street, which accommodated about 40 children. In doing this he was inspired by Robert Raikes who had initiated the Sunday School movement, and by David Simpson, a local Anglican priest who had earlier provided schools for poor children in the town. Unlike most Sunday Schools, Whitaker's school was non-denominational. In 1814 he followed this by opening a much larger purpose-built Sunday School in Roe Street. The school was financed by public subscription and by the children paying a small weekly fee. Whitaker died in 1820, but the school continued to flourish, and"
"business into Robert Raikes' House in 1758. The movement started with a school for boys in the slums. Raikes had been involved with those incarcerated at the county Poor Law (part of the jail at that time) and saw that vice would be better prevented than cured. He saw schooling as the best intervention. The best available time was Sunday as the boys were often working in the factories the other six days. The best available teachers were lay people. The textbook was the Bible, and the originally intended curriculum started with learning to read and then progressed to the"
"United States. The plan fell out of favor in the early 20th century, when Sunday schools changed their approach to one in which pupils were taught separately for the entire session, eliminating the school-wide exercises. The awkwardly shaped and imperfectly soundproofed rooms were poorly adapted for this new approach, and many of them underwent extensive remodelling. By the beginning of the 21st century, few intact Akron Plan interiors remained in existence. The genesis of the Sunday school occurred in 1780 in Gloucester, England, when philanthropist Robert Raikes arranged for the teaching of a measure of literacy and religious instruction to"
"from the town as a result of the nearby Shoreham being equipped with a new motor lifeboat. These arches are now occupied by Brighton Sailing Club but there is a, now unreadable plaque, on the wall between arches 109 & 110 records the ""Robert Raikes"", the first RNLI lifeboat of 1867. This lifeboat replaced the three lifeboats which until 1867 had operated in the town. The lifeboat was named after Robert Raikes, the founder of the Sunday School movement, because this boats funding had come from a collection made by the towns Sunday School children who had collected £580 towards"
"first set up in the 1780s to provide education to working children on their one-day off from the factory. It was proposed by Robert Raikes, editor of the ""Gloucester Journal"" in an article in his paper and supported by many clergymen. It aimed to teach the youngsters reading, writing and ciphering and a knowledge of the Bible. It was a full ninety years later, in 1870, before children could attend schools during the week. In 1785, it was reported that 250,000 children were attending Sunday School and there were 5,000 in Manchester alone. By 1895, the Society for the Establishment"
"of the ""Gloucester Journal"" in 1757. The movement started with a school for boys in the slums. Raikes had been involved with those incarcerated at the county Poor Law (part of the jail at that time); he believed that ""vice"" would be better prevented than cured, with schooling as the best intervention. The best available time was Sunday, as the boys were often working in the factories the other six days. The best available teachers were lay people. The textbook was the Bible. The original curriculum started with teaching children to read and then having them learn the catechism, reasoning"
"with the innovations of Robert Raikes in the 1780s. The Canadian Sunday School movement began in the 1820s. Many people, including Youmans, referred to Sunday as the Sabbath. Some called school activities taking place at church on Sunday, Sabbath School. These early Sunday Schools ran much like schools operating during the week. Today's Sunday Schools often merely provide an hour-long church program usually based on Bible stories. The Youmans moved to Picton once their children were grown and on their own. Mrs. Youmans agreed to take on the Sabbath School class for the youth of the Methodist church where she"
"into the Macclesfield Heritage Centre. The first Sunday school may have been opened in 1751 in St. Mary's Church, Nottingham. Another early start was made by Hannah Ball, a native of High Wycombe in Buckinghamshire, who founded a school there in 1769. However, the founding of Sunday schools is more commonly associated with the work of Robert Raikes, editor of the ""Gloucester Journal"", who saw the need to prevent children in the slums descending into crime. In 18th century England, education was reserved for a minority and was not compulsory. The wealthy educated their children privately, i.e. at home, with"
"in 1784, a letter to the ""Arminian Magazine"". The original schedule for the schools, as written by Raikes was ""The children were to come after ten in the morning, and stay till twelve; they were then to go home and return at one; and after reading a lesson, they were to be conducted to Church. After Church, they were to be employed in repeating the catechism till after five, and then dismissed, with an injunction to go home without making a noise."" In the 19th century the Church of England sponsored most formal education until the government established free, compulsory"
"1831, it was reported that attendance at Sunday Schools had grown to 1.2 million. Raikes' schools were seen as the first schools of the English state system. In 1778, Rev David Simpson of Christ Church Macclesfield, Charles Roe's church, opened two charity schools for the children of the poor. By 1786, 412 children attended, learning reading and the Bible. When management was handed over to a committee of gentlemen, the school failed. In 1796,John Whitaker, a leading Methodist whose father was an alderman, commenced a free Sunday School for 40 children in Pickford Street. It was non-denominational and run by"
"were attending schools on Sunday throughout England. In 1784 many new schools opened, including the interdenominational Stockport Sunday School, which financed and constructed a school for 5,000 scholars in 1805. In the late 19th century this was accepted as being the largest in the world. By 1831 it was reported that attendance at Sunday schools had grown to 1.2 million. Robert Raikes's schools were seen as the precursors of the English state system. The first Sunday school in London opened at Surrey Chapel under Rowland Hill. By 1831 Sunday schools in Great Britain were attended weekly by 1,250,000 children, or"
"was launched in 1917 by a handful of Mennonite church members. They recognized that their church-centered communities needed to offer schooling beyond the basic level for young-adult Mennonites who were hungry for more knowledge and for opportunities beyond the farm. These church leaders sought to stem the tide toward enrolling in secular educational institutions. One of that founding group, Bishop George R. Brunk Sr., stated that “the world standard of education is self-centered, self-exalting, and materialistic.” By contrast, he advocated a form of Christian education that “expands and develops the God-given powers both natural and spiritual, guides them [students] into"
"open to members of all forms of Protestantism and particularly aimed at the growing urban working classes. The ragged school movement attempted to provide free education to destitute children. The ideas were taken up in Aberdeen where Sheriff William Watson founded the House of Industry and Refuge, and they were championed by Scottish minister Thomas Guthrie who wrote ""Plea for Ragged Schools"" (1847), after which they rapidly spread across Britain. Scots played a major part in the development of teacher education. Andrew Bell (1753–1832) pioneered the Monitorial System, by which the more able pupils would pass on the information they"
"a hired governess, or possibly tutors once they were older; boys of that class were often sent away to boarding school, hence these fee-based educational establishments were known, confusingly, as public schools. The town-based middle class may have sent their sons to grammar school; daughters were left to learn what they could from their mothers or from their father's library. The children of factory workers received no formal education, typically working alongside their parents six days a week, sometimes more than 13 hours a day. In 1781, Raikes saw the plight of children living in the Gloucester slums. In the"
"and not to any education classes. By the 1970s even the largest Sunday school at Stockport had been demolished. ""Sunday school"" became the generic name for many different types of religious education pursued and conducted on Sundays by various denominations. The first Sunday school may have been opened in 1751 in St Mary's Church, Nottingham. Another early start was made by Hannah Ball, a native of High Wycombe in Buckinghamshire, who founded a school there in 1769. However, the pioneer of Sunday schools is commonly, though wrongly, said to be Robert Raikes, editor of the ""Gloucester Journal"", who saw the"
"the means of education shall forever be encouraged."" The Land Ordinance of 1785 created an innovation in public education when it reserved resources for local public schools. The ordinance divided the territory into 36 mile townships, and each township was further divided into 36 one mile tracts for purposes of sale. The ordinance then stated that ""there shall be reserved from sale the lot No. 16 of every township for the maintenance of public schools within the said township."" In 1801, Jefferson Academy was established in Vincennes. As Vincennes University, it remains the oldest public institution of higher learning in"
"slum children, most of whom worked six days a week and had Sunday as their only free day. The experiment proved successful and was taken up elsewhere; by Raikes's death in 1811, Sunday-school pupils numbered about a quarter-million, throughout the British Isles and in the United States. With the passage of time, the exclusive focus on lower-class children was abandoned. The expansion to upper classes was pioneered by, among others, noted divine Lyman Beecher, who in about 1830 sent his children to Sunday school, and encouraged his neighbors to do likewise. Instruction in reading and writing was dropped, and the"
"those in some neighboring suburban schools. Historically, the Chicago metropolitan area has been at the center of a number of national educational movements, from the free-flowing Winnetka Plan to the regimented Taylorism of the Gary Plan. In higher education, University of Chicago founder William Rainey Harper was a leading early advocate of the junior college movement; Joliet Junior College is the nation's oldest continuously-operating junior college today. Later U of C president Robert Maynard Hutchins was central to the Great Books movement, and programs of dialogic education arising from that legacy can be found today at the U of C,"
"no formal education, and typically worked alongside their parents six days a week, sometimes for more than 13 hours a day. In 1781, after prompting from his friend William King who was already running a Sunday School in Dursley, Raikes saw the plight of children living in the Gloucester slums. In the home of a Mrs Meredith he opened a school on Sunday, the only day the boys and girls living in the slums and working in the factories could attend. Using the Bible as their textbook, he taught them to read and write. Within four years over 250,000 children"
"often alluded to slavery, and denounced it. Repentance from slavery was required of souls, once enlightened of the subject, while continued support of the system incurred ""the greatest guilt"" upon them. Quakers in particular were early leaders in abolitionism. In 1688 Dutch Quakers in Germantown, Pennsylvania, sent an antislavery petition to the Monthly Meeting of Quakers. By 1727 British Quakers had expressed their official disapproval of the slave trade. Three Quaker abolitionists, Benjamin Lay, John Woolman, and Anthony Benezet, devoted their lives to the abolitionist effort from the 1730s to the 1760s, with Lay founding the Negro School in 1770,"
"in their children's schooling. But, once again, support for public schooling rose throughout the end of the 18th century and beginning of the 19th century, and by 1852, Massachusetts had passed the first general compulsory attendance law in the United States. The compulsory schooling movement in the 1850s was led by Horace Mann and by Sears and Harper of the University of Chicago and by Thorndyke of Columbia Teachers College. These men were industrialists and proponents of the newly emerged wealth created by the Industrial Revolution. As such, their views on public schooling mirrored their economic philosophies. Most importantly, then,"
"to oppose programs like educational reform mid the establishment of a public education system. They believed, for instance, that public schools restricted individual liberty by interfering with parental responsibility and undermined freedom of religion by replacing church schools. Nor did Jackson share reformers' humanitarian concerns. He had no sympathy for American Indians, initiating the removal of the Cherokees along the Trail of Tears. The Second Great Awakening was a Protestant revival movement that affected the entire nation during the early 19th century and led to rapid church growth. The movement began around 1790, gained momentum by 1800, and, after 1820"
"books. He offered what he called ""The New Learning"", which included the works and ideas of Francis Bacon, John Locke, Isaac Newton, Boyle, Copernicus, and literary works by Shakespeare, Milton, and Addison. Enlightenment ideas were introduced to the colonists and diffused through Puritan educational and religious networks especially through Yale College in 1718. Enlightened Founding Fathers, especially Benjamin Franklin, Thomas Jefferson, James Madison and George Washington, fought for and eventually attained religious freedom for minority denominations. According to the founding fathers, the United States should be a country where peoples of all faiths could live in peace and mutual benefit."
"in a dramatic and emotional style. Followers of Edwards and other preachers called themselves the ""New Lights"", as contrasted with the ""Old Lights"" who disapproved of their movement. To promote their viewpoints, the two sides established academies and colleges, including Princeton and Williams College. The Great Awakening has been called the first truly American event. A similar pietistic revival movement took place among some German and Dutch settlers, leading to more divisions. By the 1770s, the Baptists were growing rapidly both in the north (where they founded Brown University) and in the South (where they challenged the previously unquestioned moral"
"Classical education movement The classical education movement advocates a form of education based in the traditions of Western culture, with a particular focus on education as understood and taught in Classical antiquity and the Middle Ages. The curriculum and pedagogy of classical education was first developed during the Middle Ages by Martianus Capella and systematized during the Renaissance by Petrus Ramus. Capella's original goal was to provide a systematic, memorable framework to teach all human knowledge. The term ""classical education"" has been used in Western culture for several centuries, with each era modifying the definition and adding its own selection"
"education begins in the 1790s. The Revolution in the 1790s abolished the traditional universities"" Napoleon sought to replace them with new institutions, the Polytechnique, focused on technology. The elementary schools received little attention until 1830, when France copied the Prussian system. Jules Ferry, an anti-clerical politician holding the office of Minister of Public Instruction in the 1880s, created the modern Republican school (""l'école républicaine"") by requiring all children under the age of 15—boys and girls—to attend. see Jules Ferry laws Schools were free of charge and secular (""laïque""). The goal was to break the hold of the Catholic Church and"
"the schools, as written by Raikes was """"The children were to come after ten in the morning, and stay till twelve; they were then to go home and return at one; and after reading a lesson, they were to be conducted to Church. After Church, they were to be employed in repeating the catechism till after five, and then dismissed, with an injunction to go home without making a noise."""" There were disputes about the movement in the early years. The schools were derisively called """"Raikes' Ragged School"""". Criticisms raised included that it would weaken home-based religious education, that it"
"I so often alluded to slavery, and denounced it. Repentance from slavery was required of souls, once enlightened of the subject, while continued support of the system incurred ""the greatest guilt"" upon them. Quakers in particular were early leaders in abolitionism. In 1688 Dutch Quakers in Germantown, Pennsylvania, sent an antislavery petition to the Monthly Meeting of Quakers. By 1727 British Quakers had expressed their official disapproval of the slave trade. Three Quaker abolitionists, Benjamin Lay, John Woolman, and Anthony Benezet, devoted their lives to the abolitionist effort from the 1730s to the 1760s, with Lay founding the Negro School"
"movement, wherein Universities began to offer educational opportunities to adult learners outside their traditional student base. The 19th Century saw an awakening social awareness to the needs of working-class people generally, and Oxford University signalled an educational responsibility to the general community by sending lecturers into towns and cities across Victorian England, bringing university culture to a diverse adult audience. The first of the early ""Oxford Extension Lectures"" was delivered in 1878. By 1893, Oxford University Extension Centres were bringing adult education to much of England and a few cities in Wales. In 1927, the University purchased Rewley House on"
"formal education of the young, and the introduction of modern farming methods. In 1801 they invited Moravian missionaries to their territory from North Carolina to teach Christianity and the 'arts of civilized life.' The Moravian, and later Congregationalist, missionaries ran boarding schools, with a select few students chosen to be educated at the American Board of Commissioners for Foreign Missions school in Connecticut. These men continued to be leaders in the tribe. Hicks participated in the Red Stick War, which coincided with part of US involvement in the War of 1812. He was the ""de facto"" Principal Chief from 1813–1827."
"college, from which he embarked on 47 years of active ministry. In 1931 he reached the highest point he could attain in his vocation when he was elected President of the Primitive Methodist Conference. He published many articles and stories in magazines and wrote a number of books on religious subjects. He continued to preach to an advanced age, and conducted services after his 90th year at both Woodley and Greave. Thomas Platt (1745–1824) of Dark Lane House was claimed to have established a Sunday school some years before Robert Raikes, the usually accredited founder of the system. In recruiting"
"create a new system of education that taught young Indians nationalist ideas through an emphasis on Indian culture. The Society established the Fergusson College in 1885 for post-secondary studies. Tilak taught mathematics at Fergusson College. In 1890, Tilak left the Deccan Education Society for more openly political work. He began a mass movement towards independence by an emphasis on a religious and cultural revival. Tilak had a long political career agitating for Indian autonomy from the British rule. Before Gandhi, he was the most widely known Indian political leader. Unlike his fellow Maharashtrian contemporary, Gokhale, Tilak was considered a radical"
"Progressive education Progressive education is a pedagogical movement that began in the late nineteenth century; it has persisted in various forms to the present. The term ""progressive"" was engaged to distinguish this education from the traditional Euro-American curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in present experience. Most progressive education programs have these qualities in common: Progressive education can be traced back to the works of John Locke and Jean-Jacques Rousseau, both of whom are known as forerunners of ideas"