Key Characteristics:
* Unequal Access: Public education was far from universal. Access varied drastically by region, race, and socioeconomic status. Rural areas often had far fewer resources and less access than urban centers. Segregation was rampant in the South, with Black children largely excluded from or relegated to poorly funded "separate but equal" schools (which were rarely equal in reality). Even in the North, immigrant children and children from impoverished families often faced obstacles to attending school, including needing to work to support their families.
* Curriculum and Pedagogy: The curriculum was largely rote learning focused on reading, writing, arithmetic, and often religious instruction (depending on the region and community). Emphasis was placed on discipline and memorization, with less focus on critical thinking or creativity. Teacher training was inconsistent, and many teachers lacked formal education themselves. The "common school" model aimed for a basic level of literacy and numeracy for all, rather than advanced education.
* School Facilities: School buildings varied enormously in quality. Some were modern and well-equipped, especially in wealthier communities, while others were dilapidated, overcrowded, and lacked basic amenities like heating and sanitation. Class sizes were often large, making individual attention difficult.
* Length of School Year: The school year was much shorter than today, often only lasting a few months, especially in rural areas. This was partly due to the agricultural needs of families, who often relied on children's labor during planting and harvesting seasons.
* Compulsory Attendance: While compulsory attendance laws were starting to be implemented in some states during this period, enforcement was weak, and many children, especially from working-class families, did not attend school regularly or at all.
* Gender Roles: While girls were increasingly attending school, the curriculum often differed from that of boys, with girls being steered towards domestic skills and teaching while boys were prepared for more traditionally "masculine" professions.
Regional Differences:
* North: Public education was more established and widespread in the North, though still unevenly distributed. Urban areas saw more advanced systems developing.
* South: Reconstruction efforts after the Civil War aimed to improve education for formerly enslaved people, but faced significant resistance and limited resources, resulting in grossly unequal access and funding for Black students.
* West: The West saw rapid expansion of public education alongside westward expansion, but faced challenges related to vast distances and sparse populations.
In short, public schools in the 1870s and 1880s were in a state of transition. While the ideal of universal public education was taking hold, the reality fell far short, with significant inequalities based on race, class, and geography. The system was developing, but its reach and quality were far from consistent across the nation.