Here are some reasons why educational reformers sometimes saw the local school as a substitute for the family:
1. Urbanization and Changing Family Structures: As families moved from rural to urban areas during the Industrial Revolution, the traditional support systems of extended families and communities often weakened. This led some reformers to believe that schools needed to assume a greater role in providing guidance, stability, and emotional support to students.
2. Concern for At-Risk Children: Educational reformers were concerned about the plight of children living in poverty, who were more likely to come from dysfunctional or unstable families. They saw schools as a means to provide these students with essential resources, including nutritious meals, healthcare, and access to extracurricular activities, that could help them overcome the challenges they faced outside the classroom.
3. Socialization and Moral Education: Reformers believed that schools could play a crucial role in socializing children and teaching them moral values. They argued that the school environment could offer a structured setting for students to learn social skills, develop positive behaviors, and become responsible citizens.
4. Emphasis on Civic Responsibility: Educational reformers saw schools as a way to instill a sense of civic responsibility and patriotism in students. They believed that schools could promote democratic ideals and foster a commitment to the common good, helping to create a better society.
5. Progressive Education Movement: The progressive education movement, which gained influence during the early 20th century, emphasized the whole child's development and the importance of a child-centered approach to education. Progressive educators viewed schools as places where children could grow intellectually, emotionally, and socially, regardless of their family circumstances.
While some reformers advocated for the school to play a greater role in supporting students and supplementing family life, others recognized that schools could never fully replace the role of the family. These differing perspectives continue to shape discussions about the purpose of education and the relationship between schools and families in modern educational discourse.