* Increased state involvement: Many states had established systems of public schooling, although the level of funding and quality varied drastically. Massachusetts, for example, was a leader in establishing common schools, while other states lagged considerably. This increased state involvement reflected a growing belief that education was essential for a functioning democracy and a productive workforce.
* Expansion of common schools: The concept of "common schools," offering free basic education to all children regardless of social class or background, gained traction. While not universally implemented, the number of common schools increased, particularly in the Northeast and some Midwestern states. These schools typically provided elementary education.
* Teacher training: The need for better-trained teachers was increasingly recognized, leading to the establishment of normal schools (teacher training colleges) in several states. These schools aimed to standardize teaching methods and improve the quality of instruction.
* Curriculum development: While curricula were still relatively basic, focusing on reading, writing, arithmetic, and sometimes geography and history, there was a growing effort to standardize and improve educational content. Moral instruction and religious instruction (often Protestant-based) were also common elements.
* Gradual increase in school attendance: While compulsory attendance laws were still largely absent, school attendance rates began to rise in some areas, reflecting both increased access to schools and a growing awareness of the value of education. However, this increase was far from universal; many children, particularly those from poor families, rural areas, and minority groups (especially African Americans), still lacked access to education.
However, it's crucial to note the limitations:
* Significant regional disparities: Public education systems were far more developed in the North than in the South. The South lagged behind significantly, with lower funding, fewer schools, and a much smaller percentage of the population attending school. This reflected the region's agrarian economy, its social hierarchy, and its strong resistance to centralized government control.
* Exclusion of many groups: African Americans faced widespread segregation and often lacked access to education altogether. Native Americans also had limited access to education, often facing assimilationist policies through boarding schools. Girls received less formal schooling than boys in many areas, especially at the secondary level.
* Limited secondary education: Secondary education remained largely limited to private academies and select public schools, particularly in the wealthier sections of society. Public high schools were still relatively rare in 1860.
In summary, while 1860 witnessed progress in public education, it was a period of uneven development characterized by significant disparities along regional, racial, and socioeconomic lines. The groundwork for a more universal and equitable system was being laid, but its full realization was still decades away.