Teaching Male National Identity in Early America: Education, Part 4

Therefore, not surprisingly, post-Revolutionary adults considered education a primary means of creating a nation of individuals who followed the principles of American manhood.  This ideology followed the ideas of enlightened and virtuous behavior.   Additionally, historian Russel Blaine Nye argued in his work, Society and Culture in America 1830-1860 that this philosophy reiterated that citizens were by no means helpless sinners in the hands of a Calvinist God, but self-reliant, freestanding individuals capable of making choices to their own benefit.

Knowledge became one of the most powerful instruments of social change, and schools became the primary resource for distributing the information so an individual could fulfill his own and his society’s potential.   Early American society did not follow a prescribed curriculum, but rather the belief that education could equip men to rule themselves.  Insomuch, “Americanized” ideology became the prescribed duty with the aspiration of students eventually becoming model citizens and in turn promoting national prosperity and a cohesive society.

The subject of history became one of the most prominent forms of teaching males to be “Americanized,” for it created a national identity which the students could embrace.  As stated in Making America, the Society and Culture of the United States, “since the United States lacked the common heritage of rituals, custom, heroes and history that was thought to underpin a nation identity,” authors of school history texts wrote them from a nationalistic perspective.  Furthermore, “the only experience that Americans of the 1800’s seemed to have in common had been the participation in the American Revolution and so the New England nationalist installed the Puritans at the foundation of American history.” 

In their earliest form, history books became vital as they secured this new national identity. Such was the case with Mercy Otis Warren and her publication of History of the Rise, Progress and Termination of the American Revolution in 1805.  Warren’s History did not simply state the facts of the Revolution; instead the author “gave the impression of a common national character formed in the ideal civil and physical environment of North America or unity of purpose prevailing against British tyranny.” 

In beginning to have a cohesive national history through literature, “national government [became] a synonym for American nationality.”  Accordingly, this American history movement was evident through the school texts. Historian Monica Kiefer wrote in her book, American Children through their Books 1700 – 1835, “American writers prepared a number of small United States histories under the conviction that children must have their imaginations properly stirred to appreciate their country.”

Rev. Charles A. Goodrich wrote one of the earlier school texts aptly named, History of the United States of America, which was “adapted to the capacity of youth and designed to aid the memory.”  However, the text had a substantial emphasis with religious overtones.  “History displays the dealing of God with mankind.  It cultivates a sense of dependence on him’ strengthens our confidence in his benevolence’ and impresses us with a conviction of his justice.”  Although Goodrich’s religious fervor was obvious in the text, his commentary instilled in the reader the sense of God’s blessings over America, hence the good fortunes of the country.

Goodrich categorized his text into eleven time periods commencing with the discovery of America in 1492 and concluded with James Monroe’s Presidential Administration up to 1822.  With each subsequent chapter, Goodrich culminated with ‘Reflections.’  These reflections or summaries are of interest to a scholar, for these passages truly exemplify the nationalistic perspectives, which at the time included strong emphasis on Christianity. An example of this follows the “Reflection” second period or 1606 – 1689,

"Passing from this point of time to the close of our period, a space of eighty-two years, and the prospect is greatly changed.  We now see smiling field and cheerful villages in the place of dismal forests; instead of beasts of prey, we see grazing herds; instead of the kindling fagot, we witness the worship of Jesus Christ."

 Additionally, Goodrich, like many others of the early republic period, revered George Washington.  As previously mentioned author John Abbott utilized Washington to promote virtuous characteristics in the moral upbringing of children, Goodrich established Washington to be a hero of unparalleled caliber.

"Under Washington, as our leader, we won our independence; formed our constitution; established our government….After the acknowledgment of American Independence, when the unanimous suffrages of free people called him to administer their government, his administration, partaking of his character; was mild and firm at home; noble and prudent abroad."

 Evidently, students who studied Goodrich’s history text received a skewed version of historical events; however, that was the author’s intention: to create a national identity with American heroes for students to imitate in their daily lives.

Next: Part 5: Teaching Male National Identity in Early America: The Three R’s