The North and the South emerged as two districts reasons because they had various differences. These differences included the geography, the economy, and education. This all have a roll to play when the time comes for the Civil War and the Union dividing. The first contrast between the districts is the geography and the climate between the two. It may be know that in the north is is cooler. In the text it states, “workers, waterpower, location, and capital were key factors in New England’s Industrial Revolution.” This is a state where a demand of workers is the best option. They have it hard from the safety of workers in a small but large area. From the text, “it was close to other resources, including coal and iron from nearby Pennsylvania.” …show more content…
In the south, they had cities, but mostly for trade. The main crop was cotton, which was hard to harvest. From the text in chapter 9, “the economy of the South prospered between 1820, and 1860. Unlike the industrial North, however, the South remained predominantly rural.” From this text, it could be said that the north had a better industry, but the South lead in farming. The economy of the South was very slow because of the waiting for crops to grow, but the slave trade was the second best part of the economy. It was a dangerous trade because of kidnapping and buying a free slave. The economy for the North is the opposite of the South. Their main part was trade and industry. From chapter 8, it states, “people left their homes and farms to work in the mills and earn wages.” This came to be known as the Industrial Revolution, where a new way of making goods comes alive. It was immigrants that would take the jobs of factories and mills, and it was a dangerous job with little pay and frequent injuries. That it the way that the economy is different between the two districts. They go different ways to feed their families, and the to make a living for their family to follow and how they would get a …show more content…
In the North, only the rich could afford to send their children to a private school. In the early 1800s, only New England would allow free elementary school. Many wanted free education from tax dollars. They accepted three principles. From Chapter 8, “schools should be free…. Teachers should be trained…. Children should be required to attend school. They didn’t go into action until 1820 between 1850 when they opened colleges and special needs schools. There was a uprise for education in the North that not everyone in the South had. Most children didn’t go to school because families thought that the job they needed to do was farming, which didn’t require any type of education at all. Many families couldn’t afford to send their children to a private school. Not only that but, from chapter 9, “Southerners believed education was a private matter, not a state function: therefore, the state should not spend money on education. It was not something that you would take for granite in the South. Many kids had to travel miles just to get to a small classroom. And every few states decided to put up some hundred public schools in such a large
The North had a Industrial economy with lots of railroads and many more machines to make work more efficient. The South had a Agricultural economy with lots of cash crops such as tobacco, rice, indigo, and most money making crop, cotton. The southwestern area made more
The South, as a whole, struggles economically. Aside from a few wealthy plantation owners, most of the population consisted of poor, subsistence farmers. They had few railroads, limiting trade and the use of free, slave labor prevented the South from industrializing, which caused the economy of the South to fall behind that of the North. While the northern economy was thriving, the South was struggling. Part of this stratification was due to the Transportation Revolution, which occurred largely in the North.
In the colonial days of the United States, most children did not attend school. Instead, they worked on farms or learned a craft. Wealthy children may have attended private schools or had tutors, but children from poorer families did not have such opportunities. Many American reformers wanted to change this. They were impressed by a pamphlet published in 1807 by a British teacher, Joseph Lancaster.
James Oakes writes this book through two filters, one through Frederick Douglas, and one through Abraham Lincoln. Both fighting for the same thing, just with different motives. Throughout the book he writes an account of the transformation of these two great american leaders, and how they play off each others moves. The background of this metaphorical chess game would be the civil war over the debate of slavery in the mid-19th century America. Oakes paints both of these leaders in their own beautiful strokes: Douglass with his reforms; and Lincoln with his republican coalition.
However, in the South there was not support or importance on educating all children as many of the religious groups like the Puritan’s up North believed (Groen, 256). One of the leaders for the common school movements from the South was Calvin Wiley (Groen, 256). Despite not having the same foundation for the common school movement as in New England, Wiley was able to create a public school from nothing in North Carolina (Groen, 6). It was very difficult to gain supporters in the South for the common school movement because the exclusivity of education helped reinforce the social hierarchies of aristocrats all the way down to slaves.
Obviously, Southern economic growth was in the different direction from northern. There were few large cities in the South, which were mainly centers for gathering and shipping cotton. New Orleans was the only city of significant size in the South. The region produced less than 10 percent of the nation 's manufactured goods. Plain Folk of the Old South included three-fourths of white southerners who did not own slaves.
The issue of slavery causes conflict over new territories, economic issues, and political tension. Slavery was the main cause of the division of the union, and it influenced other factors, such as territorial expansion, industrialization and economic tensions, and political frustration. Slavery was the most predominant cause of the slitting of the union. The Civil War was very important and a big deal during slavery. Slavery started in the 1800s.
Today in the United States 14% of adults are illiterate which is a better result than in the South before the Civil War. The Southerners’ wretched attitude towards education during the 1800s contributed to the lagging literacy rate. They also believed that schooling was a private issue and not for public funds to be spent on it, so you would have to go to private school if you wanted schooling. Then for the educational system did not have much public schools because the southern people were not willing to pay taxes for it. Secondly most of the public schools that were managed were in poor condition, these were called “charity houses” and too far away for some children that wanted to attend for an
One problem still stood and that was that many children did not have any access to education. A Massachusetts lawyer by the name of Horace Mann, led movements to try to create new common schools for all children. Mann believed that available public education for children of every social class would revive social equality and give them an equal chance to excel in social mobility. These schools would also keep society in order by disciplining children and building their individual character and teaching them to obey authority. By 1860, with the help from generous labor unions, factory owners and middle-class reformers, every northern state had school systems for all children of every social
Education improved in the 1800’s due the efforts of many people opening opportunities. This included Horace Mann, the head of the Massachusetts state board of education. For 12 years, Mann hounded state legislators to provide more money for education. Eventually, Mann led Massachusetts to build more schools, extend the school year, give the teachers a higher pay, and open three colleges for training teachers. Many northern states followed this path and began to open free elementary schools supported by taxes.
The public schools’ content, discipline, and amount of religiosity differed due to the early influences, general demographics, and the three sections. All states in America had free public schools by 1870, but attendance was not completely mandatory. Into the twentieth century, as it became a known fact that the more educated a person was, the more productive they could be, laws were established that required all foreigners to be americanized so that American education was able to expand and be unified as one
The South had very little industry. It was based off of an agrarian economy (Document B). Slaves picked cotton off the plantation and the farmers sold the cotton to make money (Document A). The Southern weren't able to keep their money without slaves working for free. Slavery was vital in the South for the economy.
100 years after Columbus first arrived in the Americas, the first of 13 colonies, Virginia, was settled. Little did they know that 400 years later, these colonies would evolve and become one of the most powerful nations on Earth. With the colonists populating both southern and northern area, many aspects of the colonies changed. Not only did the colonies change because of the climate and topography (which was inevitable) but also because of the people who lived there. New England was primarily composed of people searching for religious freedom, the Southern Colonies had wealthy people looking for land to grow their plantations, and the middle colonies, the most ethnically diverse, consisting of people searching for a new and wealthier life.
Between 1800 and 1850, the North and South had grown distinctively different but they also had some similarities. Some of the differences & similarities between the North and South included the economy, social attitudes & structures, and daily life. The North and the South had differences & similarities with their economies. The North and the South had farmers and everyone including children worked on the family farms. As time went by, the North became more industrialized and manufacturing became the center point of their economy not agriculture.
In 1700`s education wasn 't for everyone. It was for people who had the money to pay for it, but now that changed because kids are given the chance to go to school without their parents paying for it. “The President’s 2017 budget request recognizes the importance of this goal through significant new investments in three key areas: high-quality early learning; stronger and more diverse schools; and increased access to evidence and data to help all of us improve outcomes for students. ”("EDgov Blog"). Over the last seven years”, the Obama Administration has fought to improve outcomes for underserved students through its major education initiatives by supporting states in their efforts to ensure quality teaching in every classroom; raise standards for all students; build systems to improve instruction; and significantly improve low-performing schools.