Examples of parochial school in the following topics:
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- The development of the American Catholic parochial school system can be divided into three phases.
- From 1750–1870, parochial schools appeared as ad hoc efforts by parishes, and most Catholic children attended public schools.
- These parochial schools, like the parishes around them, tended to be ethnically homogeneous.
- In addition to Catholics, German Lutherans, the Calvinist Dutch, and Orthodox Jews also began parochial schools.
- Discuss developments in public and parochial education in the course of the 19th-century
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- A "common school" was a public, often one-roomed school in the United States or Canada in the 1800s.
- From 1750–1870, American Catholic parochial schools appeared as ad hoc efforts by parishes, and most Catholic children attended public schools.
- In addition to Catholics, German Lutherans, Calvinist Dutch, and Orthodox Jews also began parochial schools.
- Starting from about 1876, 39 states (out of 50) passed a constitutional amendment to their state constitutions called the "Blaine Amendments" forbidding tax money to be used to fund parochial schools.
- The school curriculum resembled that of schools in the North.
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- The Catholics were largely working class and concentrated in the industrial cities and mining towns, where they built churches, parochial schools, and charitable institutions, as well as colleges.
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- Local governments across the North and West built public schools chiefly at the elementary level; public high schools started to emerge.
- Catholics and Lutherans set up parochial schools and the larger denominations set up numerous colleges, hospitals and charities.
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- The Bennett Law caused a political uproar in Wisconsin in 1890, as the state government passed a law that threatened to close down hundreds of German-language elementary schools.
- The parents, the pastors and the church have entered into a conspiracy to darken the understanding of the children, who are denied by cupidity and bigotry the privilege of even the free schools of the state."
- The Germans were incensed at the blatant attack not only on their language and culture but also on their religion and the parochial schools were set up and funded by the parents in order to inculcate the community's religious values.
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- "Romanism" referred to Roman Catholics, especially Irish Americans, who ran the Democratic Party in most cities, and whom the reformers denounced for political corruption and the operation of a separate parochial school system.
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- Early public schools in the United States took the form of "common schools," which were meant to serve individuals of all social classes and religions.
- The earliest public schools were developed in the nineteenth century and were known as "common schools," a term coined by American educational reformer Horace Mann that refers to the aim of these schools to serve individuals of all social classes and religions.
- Typically, with a small amount of state oversight, an elected local school board controlled each district, traditionally with a county school superintendent or regional director elected to supervise day-to-day activities of several common school districts.
- Because common schools were locally controlled and the United States was very rural in the nineteenth century, most common schools were small one-room centers.
- In the early 1900s, schools generally became more regional (as opposed to local), and control of schools moved away from elected school boards and toward professionals.
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- A rise in formalized vocational training followed the Panic of 1893, with vocational high schools and normal schools preceding.
- Normal Schools began in Massachusetts in the 1880s as extensions of local high schools.
- Paul's Public School District established a "City Training School" for preparing teachers.
- Paul School's first principal; Mrs.
- There were also non-cooperative high schools; two examples were the Girl's Vocational High School in Kansas City, Missouri and the Delgado Trade School in New Orleans.
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- The New Negro movement insisted on self-definition, self-expression, and self-determination, a striving after what Locke called "spiritual emancipation. " The many debates during the Harlem Renaissance years regarding art and propaganda, representation and identity, assimilation versus militancy, and parochialism versus globalism, have enriched the perspectives on issues of art, culture, politics, and ideology that have emerged on the African-American scene since the 1930s.
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- A crisis erupted, however, when nine African-American students attempted to attend an integrated school, Little Rock Central High School.
- The decision declared all laws establishing segregated schools to be unconstitutional, and it called for the desegregation of all schools throughout the nation.
- Virgil Blossom, the Superintendent of Schools, submitted a plan of gradual integration to the school board on May 24, 1955, which the board unanimously approved.
- Only one of the Little Rock Nine, Ernest Green, got the chance to graduate; after the 1957–58 school year was over, the Little Rock school system decided to shut public schools completely rather than continue to integrate.
- Other school systems across the South followed suit.