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Compulsory Education Final Draft

Compulsory Education Final Draft - Voss 1 Elizabeth Voss...

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Voss 1 Elizabeth Voss Professor Jeanette Bates English 101 March 21, 2010 The History and Results of Compulsory Education Compulsory education laws are considered by some to be useless, ineffective and unnecessary in current times. In a way, this argument is correct. In other ways, it is not correct. Compulsory education is necessary for the well being of our children, and completely necessary for our survival as a country. This doesn’t change the fact that the current laws are ineffective and outdated making compulsory education laws seem useless. The laws do not work because they are not reported properly, therefore making it almost impossible to enforce. In many occasions, it leads a student who starts out with a hopeful and prosperous future to slip through the cracks of the educational system. In order for compulsory education laws to work, they need to be better enforced. This can be done by cutting exemptions, finding ways to enforce penalties more efficiently, and using history as a guide to bring the laws up to date with the times. The first compulsory education laws came into play in Massachusetts. They were intended originally to bring children up as proper Christians. Parents had a moral obligation to educate their children and failure to do so would be seen as a serious threat to moral well-being in the community. Fearing this threat, and fearing that parents would not feel obligated to educate their children, the first law was passed in 1642. The law of 1642 called a group of supervisors that were in charge of judging or keeping track of
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Voss 2 “child neglect” and reported these cases to the court for further assessment. With this came the set of minimal standards were religious and economic in nature. They were given to anyone who reared children. These standards had the hearts of the children in mind and were made with great intentions. These original laws were then developed and it did take much time before the laws became more in depth, with more detail about education and religion. These then morphed into laws stating that communities with a certain amount of people in them need to have a grammar school in place. However, like today, there were only a percentage of people that complied with the reading-writing teacher requirement. In fact, the bigger towns got, the less inclined people were to obey the laws, and they found it harder and harder to enforce the law. (Kirk Johnson, Robert
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