Did Democracy Give the United States an Edge in Primary Schooling?

Abstract

Did the United States circa 1850 provide more primary education to its youth than other European countries, especially Britain? And was its more decentralized and democratic polity an important reason why? Analyzing census data, parliamentary reports, and election results, I find the perceived American advantage in regard to enrollments is due to an underestimation of the population at risk, a confusion of enrollments with attendance, and a lack of attention to differences in the length of school terms. In neither northern or southern counties in the United States did the extension of the franchise correlate with more tax dollars for elementary schools; rather it materialized in counties with more Whig and moral reform partisans whom institutional and social historians have identified as being motivated by external benefits/ social control objectives. More similarities in educational status may exist between the two nations than is often acknowledged and a North Atlantic perspective might be fruitful. Agricultural employments and racial/ ethnic differences surfaced as deterrents to 3R competency in both places, though the spread of a high-fertility population into low-density areas presented the United States with a special challenge. These results suggest that the effects of late-nineteenth-century compulsory attendance and other education legislation merit a reevaluation.