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Confining the Poor to Ignorance? Eighteenth-Century American Experiments with Charity Education

Published online by Cambridge University Press:  24 February 2017

Sharon Braslaw Sundue
Sharon Braslaw Sundue*
Affiliation:
Drew University
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Extract

In 1738, the English evangelist George Whitefield traveled to the new colony of Georgia intending to establish “a house for fatherless children.” Inspired by both August Hermann Francke, the German Pietist who had great success educating and maintaining poor orphans in Halle, and by charity schools established in Great Britain, Whitefield's orphan house and charity school, named Bethesda, opened its doors early in 1740. For years, Whitefield devoted himself tirelessly to ensuring the success of the Bethesda school, preaching throughout Britain and North America on its behalf. Whitefield's preaching tour on behalf of his beloved Bethesda is well known for its role in catalyzing the religious revivals known collectively as the Great Awakening. The tour also marked an important shift in the history of education in America. News of the establishment of the orphanage at Bethesda coincided with new efforts to school the poor throughout the colonies. Drawing on both the British and German models of charity schooling that were highly influential for Whitefield, eighteenth-century Americans began or increased commitments to charity schooling for poor children. But the European models were not adopted wholesale. Instead, local administrators of the schooling experiments deviated from these models in a striking way. In America, elites offered some children the opportunity for extensive charity instruction, but not necessarily children at the bottom of the social hierarchy. This article will argue that the execution of these charity schooling programs was contingent upon local social conditions, specifically what appears to have been local elites' desire to maintain a certain social order and ensure a continued supply of cheap labor.

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Articles
Information
History of Education Quarterly , Volume 47 , Issue 2 , May 2007 , pp. 123 - 148
Copyright
Copyright © 2007 History of Education Society 

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References

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