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9. Cited in Richard Henley and John Pampallis, “The Campaign for Compulsory Education in Manitoba,” Canadian Journal of Education 7 (1982): 81. 10. J. H. Putman and G. M. Weir, Survey of the School System (Victoria, British Columbia: King’s Printer, 1925), 57. 11. Edward Bulwer Lytton, England and the English, vol. I (New York: Harper, 1833), 108. 12. The quotations are from Arnold’s poems “Dover Beach” and “Stanzas from the Grande Chartreuse,” in Matthew Arnold: A Critical Edition of the Major Works, ed.
Diane Ravitch is Research Professor of Education at the Steinhardt School of Education at New York University. She is a historian of education and author of many books, including The Language Police: How Pressure Groups Restrict What Students Learn (2003) and Left Back: A Century of Battles Over School Reform (2000). D. at Columbia University, and is the recipient of eight honorary degrees. S. government and is holder of the Brown Chair in Education Studies at the Brookings Institution. Why do we Educate?
15 Creating Educational Space in Schools In fact, public schooling offered something to everyone, regardless of political persuasion. Conservatives hoped that a little knowledge would prove to be not a dangerous thing, but a stabilizing force, teaching children that all was for the best in the best of all possible worlds. Liberals hoped that schooling might create that liberal utopia, a society where everyone could pursue their own interests without trespassing on the rights of others. Socialists thought that schools might show students the way the world really worked, dissolving the false consciousness that prevented the working class from defining its real interests and creating the conditions for social reform and even revolution.