What is significant about the education reform in the late 1800s - early 1900s?
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Research and innovation: Let the buyer beware  \n... in American intellectual circles in the late nineteenth century and early twentieth century. ... the Teacher's College faculty of the early 1900s (Hirsch, ...www.education-consumers.com/articles/research_and_innovation.shtm \nOUP Canada: Units 5 & 6  \nIncludes information on industry and daily life in the late 1800s and early 1900s. ... Women and Social Reform, Early 20th Century. Carrie M. Best: A ...www.oup.com/ca/education/companion/changingyourworld/students/5_6 \nThe Brave American  \n... corrupted by the current public education social conformity system. ... the nation in the late 1800s and early 1900s, giving us direct elections, recall, ...www.combatreform.com/braveamerican.htm
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Here are some real factors.... involving a bit of a history lesson:\n\n1. Teachers deal with a person's quality of life in the distant future (skills being taught will be used 5 to 20 years later). A doctor deals with life, NOW.\n\n2. Health has always been rather mandatory and urgently desired. Until a few decades ago, education was optional. Most people had a 3rd, 6th, or 8th grade education at best. Only those going on to become business owners or professionals and therefore were college bound went on through high school. Health is never optional. Most people in the United States are unaware of this now, and consider childhood education to be a right rather than a privilege (even though in most areas of the world apprenticeship and manual laborer tracks are still very much the norm).\n\n3. That "optional" aspect of education, until the middle of the 20th century, meant that anyone who was not a natural academic learner left school and either took on an apprenticeship for skilled crafts, or became a manual laborer. Teachers did not need to have much training in order to teach the "natural" learners, at least until the college prep stage. Even there, the students by that point had good study skills and were motivated, so the demands of a teacher were relatively simple. A century ago, a person could be a teacher for children with a high school diploma, and only needed a college degree for high school and college instuctor positions. Those college degrees only involved subject knowledge training, not any sort of deep involvement in actual teaching strategies or methology. This was because STUDENTS WHO HAD DIFFICULTY LEARNING WERE NOT TAUGHT ACADEMICS.\n\n4. As academic education became mandatory, and then achievement of all students, including the students with extreme difficulties, became important, teacher training needs started to climb. Teachers today have to be highly skilled and flexible diagnosticians, curriculum designers, instructors, psychologists, social activity coordinators, and social workers, all at once. No child, regardless of learning ability, can fail to make progress or the teacher is blamed regardless of any other factors affecting that child (motivation, personal interests, any disabilities, home environment, etc.).\n\nHowever, our society's perceptions of what a teacher does and what value teaching has did not keep up with the real and actual demands of the profession. Over the past 50 years, teachers have been expected to teach more and more students, with increasing levels of interfering factors to their learning, with less and less comparative resources.\n\nDoctors earn what they do because they can have a patient roster in the hundreds, and charge $50 or more for 10 minutes of service ($300/hour or more, before business expenses are taken out). Doctors are paid through direct personal payment and through insurance companies...in other words, through private funding. They only really see a patient to diagnose and prescribe... daily care is left to the patient, the patient's family, and in critical need, nursing staff (at a huge expense to the patient or insurance company).\n\nTeachers earn what they do because they have a student roster of 25 (early elementary) to 200 (secondary school), and are paid off property taxes through the state, by grouchy taxpayers who don't want to actually shell out to ensure truly effective ratios. Teachers provide 6 hours of instruction to these students per day, for 180 days per year (add weekends to those days to show number of weeks served directly in the classroom is 36 weeks), plus spend the remaining weeks moonlighting at other jobs to make up their income problems and/or take professional development classes to keep their licensures.  \n\nA doctor can state that nothing can be done for a particular illness, provide pain and comfort remediation, and be seen as doing "everything he/she can." A teacher facing an "impo
746939
In American history the "Gilded Age" refers to the post-Civil War and post-Reconstruction era, from 1865 to 1901, which saw unprecedented economic, territorial, industrial, and population expansion. \n\nThese links should help.
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Try these.  I did a search in Google on "Education and the Industrial Revolution"  (don't forget the quotes in the search):\n\nhttp://www.umd.umich.edu/casl/hum/eng/classes/434/geweb/VICTORIA.htm\n\nhttp://victorianweb.org/technology/ir/4.html\n\nhttp://www.ncl.ac.uk/egwest/pdfs/Literacy%20and%20the%20Industrial%20Rev.pdf
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American History Timeline:\n\nTimeline of the Twentieth Century\n\nLinks to History Timelnes\n\nYou haven't said what kind of timeline you are looking for. If these are not helpful, I suggest you use the phrase "20th Century" instead of 1900-2000 followed by the topic and lastly the word timeline. You are more likely to get a result that way.
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Once free, compulsory education became the law of the land, there had to be places where one teacher could teach a large number of students.  But "as we see now" is not all that similar to what started.  Originally, small towns had a "one-room schoolhouse," often literally, or at least only one classroom.  One teacher taught 6 or even 8 grades.  Clearly, the older students taught the younger ones a good bit of the time. There is not very much a teacher can do with all of them, at their different stages of learning, listening to the same lecture.  Still, when it did happen, the same lecture was probably repeated each year, and so the younger ones heard it again when they could understand better.\n\nThe reasons are purely economic: you need fewer teachers.  But the irony is that nowadays, there are often two or three adults in a classroom.  There's the teacher and one or more teaching assistants.  So if three teachers were hired instead, they could have three smaller classes.  Of course, with the teacher's union, the cost of three teachers is prohibitive.
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Please teach! Education is history, in all areas of the curricula, history plays an important role. I hope you enjoy working with children.
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So many things happened in the 20th century!\n\nTechnology boomed: If you don't have a cell phone, TV, or computer, you're seen as primitive.\n\nCivil Rights were established:  Women are much more independent now and have more freedoms.  Same with minority groups.\n\nGo with history.  Whatever historical event was important, there are social changes to follow.
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"Replace" is a strong word.  I can see them becoming more readily accepted, and probably will become the dominant mechanism for some types of education, but I really think they will ultimately have more impact on K-12 than on universities, and they will never have any real impact on graduate school (beyond some isolated degree programs like the MBA).  The university may be able to farm out a lot of the required coursework...the same types that we used to try to CLEP out of years ago, but I can't see the majority of coursework becoming online only.  Still, the volume of classes that CAN become online will have a great effect on the way we do higher education.
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1895...or 1900 depending on how you look at it.
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Education and healthcare. Call me boring, but that's where it's needed most. I would divide it between the two. And I was reading what one person said about teaching the English language--believe me, that is not a priority. There are special needs kids in schools who aren't getting the attention they deserve due to budget cuts. Do your homework before you open your mouth, or rather, before you type something prejudicial instead of useful. The English studies come secondary to that.
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I taught in a public school for three years.  The "powers that be" actually told me to stop grading for grammatical and spelling errors, saying all of my students would fail.  That is a travesty.  From my perspective as a teacher, ignorance (which is what I believe you are really asking) is on the rise.  Despite compulsory education, it almost appears to me that we are reverting to a 19th century-like model with an educated few and masses of ignorance.
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BECAUSE the dominant history of this country (I'm assuming you mean the U.S. when you say "America") is told from the perspective of white colonialists!  Institutionalized schooling in this country was established to enforce Protestant, Anglo-European values and I believe that, in some ways, that is still its purpose (look at No Child Left Behind!)
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Well, the early colonies didn't have techonoly, cars, music like today, movies, clothes, food, the knowledge, and the books that we have today. There are PLENTY of changes from today and the colonies. It's pretty simple if you sit down and think about it.
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Not much happened during the war years. There were several changes during the 1950s. I can only tell you what I know from my own experience. I left school aged 15 in 1953.  I was in a selective Central School and to enter I had to pass an 11 plus examination.  Some of my friends did a further examination to go on to either a Technical School to specialise in technical subjects or a Grammar School to specialise in languages and literature. Many of my friends stayed on at school to do the General Certificate of Education that was then being introduced into schools in preparation for a wider opportunity for children to enter higher education.  I expect that you should be able to find more information on the Internet especially on the Department of Education and Science web site.  I do not know the address but if you type in the words in your search engine it should come up with options.
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There were but the practice ended in the 19th century
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I.Protestant Revivalists\n\na. many problems were associated with industrialization and urbanization:\naa. alcoholism, illiteracy, overcrowded housing, poor health care, abuse of women, declining moral values\nb. many people sought to improve problems\nba. many reform movements began in the early 1800s\nbaa. most reform movements were rooted in religious faith and true to democratic principles of the 2nd Great Awakening\nc. reformers rejected the Puritan belief that God predetermined peoples’ lives and placed them in rigid social ranks\nca. taught the possibility of salvation for all\ncb. called for a crusade against personal immorality\ncc. worked for the reform of society\nd. Charles Grandison Finney\nda. central figure in revivalist movement\ndb. powerful sermons drew enormous crowds\ndc. emphasized individuals’ power to reform themselves\n\nWhen he opened his mouth he was aiming a gun. When he spoke bombardment began. The effects of his speaking were almost unparalleled in modern history. Over half a million people were converted through his ministry ... in an age when there were no amplifiers or mass communications, he spearheaded a revival which literally altered the course of history.\n\ne. Lyman Beecher\nea. taught “good people would make a good country”\neb. father of Catherine Beecher and Harriet Beecher Stowe\n\n II.The Temperance Movement\n\na. early 1800s, Amer. consumed more alcohol than at any other time in our history\nb. opposed alcohol because it tended to make people lose control\nc. valued self-control and self- discipline\nd. believed people should abstain from all alcohol\ne. asked people to sign abstinence pledges promising not to use alcohol\nf. organized the American Temperance Society \ng. wanted states to restrict the sale and consumption of alcohol\nh. alcohol consumption dropped sharply as movement gained strength\n\nIII.Public Education\n\na. Horace Mann led reform\nb. Mann became head of Board of Education in Massachusetts\nba. believed in the right to an education of every human being\nbb. believed a democracy couldn’t survive without an educated society\nc. wanted tax supported public schools\nca. some people didn’t support using tax money for schools\ncb. those with no children didn’t want to pay taxes\ncc. some people didn’t want the government educating their children\nd. Mann established grade levels\ne. established curriculum and teacher training\nf. Mann known as “father of American public schools”\ng. spoke out against slavery\nh. public school children of Mann’s day were taught how to behave, stand in line, wait their turn, and respect authority\ni. textbooks called McGuffey’s Readers not only helped teach reading, but also taught Protestant values like obedience, honesty, and temperance\nj. schools were more popular in the north \nja. few public schools in the South\njb. the South was too spread out\nk. most schools were segregated\nl. opportunities for women were limited\n\n IV.Reforming Prisons\n\na. early 1800s, many states built prisons for the first time\nb. conditions in prisons were typically bad\nc. Dorothea Dix fought for prison reform\nd. led efforts to build hospitals for the mentally ill\n\nThe Anti-Slavery Movement\n\n  I.Growth of the Movement\n\na. first anti-slavery group was the Mennonites\nb. northern states began outlawing slavery\nba. by 1804, northern states had either banned slavery or passed laws to end it gradually\nbb. importation of slaves was banned in 1808\nbc. by 1850, 3.7 mil blacks lived in the US, 12 % were free\nbd. in 1820, the slave pop. in the South was 1.5 mil\nbe. by 1850, 3.2 mil\nc. 1820s, a free black man, David Walker, published a pamphlet Appeal to the Colored Citizens of the World\nca. placed it in clothing of sailors going to the South\nd. southern states banned anti-slavery movement and publications\nda. made it illegal to teach slaves to read\ne.1821, Benjamin Lundy founded an anti-slavery newspaper in Ohio called T