Children in early English settlements were usually schooled at home, in churches or as apprentices. In the early 19th century, the wealthy employed private tutors or sent their children to boarding schools, while poor children did not receive any formal education. Charity schools were first established to help parents who could not afford the fees of pay schools, according to the Encyclopedia of Children and Childhood in History and Society. The middle class was primarily concerned with lowering unemployment and crime they associated with the poor.
Charity schools grew in number and scope during the early 19th century. They began to educate more immigrants, rather than just the poor. As costs rose, ways were developed to economize. Engaging older students to teach younger students under the supervision of one adult teacher helped to minimize expenses. Schools that employed this practice were called Lancasterian schools. The practice of using teacher-monitors also served to provide training for future teachers, something that did not formally exist.
Common schools had their start in New England. While charity schooling typically separated students by gender, religion and class, common schools brought these groups together and received funding from government. Common schools also learned valuable fiscal and accounting practices from charity schools. The first common schools, which provided elementary-level education, were mandated by colonial governments, and later by state governments. The level of funding determined the length of a school term.
In the early days of common schools, learning was by rote, and harsh discipline was maintained. As their administration became more centralized, schools became larger and better teachers were hired, especially in bigger urban areas that provided more funding. After New England, the Midwest was next to establish a public school system, while the mid-Atlantic states lagged. The South was the slowest, with no public school system until after the Civil War.