The Struggle for Equal Education (U.S. National Park Service)

The Struggle for Equal Education

Introduction

The fight for equal education has been a long and challenging journey, with significant progress made over the years. This report aims to shed light on the history of equal education in Massachusetts and the role of the Smith School House in this struggle.

Historical Background

In 1848, Horace Mann, in his Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education, emphasized the importance of education for all citizens, regardless of their race or social status [1]. Payson Smith’s publication, “The Development of Education in Massachusetts, 1630-1930,” further explores the evolution of education in the state [2].

The Smith School House

The Smith School House, located in Boston, played a significant role in the fight for equal education. An intensive archaeological survey conducted at the site revealed valuable insights into its historical significance [4]. It was discovered that the schoolhouse was built in the early 19th century and served as a school for African American children [5]. The archaeological findings provided evidence of the challenges faced by African American students during this time [6].

Impact on the Community

The Smith School House had a profound impact on the African American community in Boston. It provided a space where children could receive an education and strive for a better future. The schoolhouse became a symbol of hope and progress [8]. The Last Will and Testament of Abiel Smith, who donated funds for the construction of the school, further highlights the importance of education in the community [10].

Challenges and Progress

The struggle for equal education was not without its challenges. The Boston School Commission Report of 1833 revealed the discriminatory practices and limited opportunities faced by African American students [13]. However, over time, progress was made. Reports from the Annual Visiting Committees of the Public Schools of the City of Boston in 1845 indicated a growing recognition of the need for equal education [16].

Conclusion

The Smith School House stands as a testament to the fight for equal education in Massachusetts. It serves as a reminder of the progress made and the work that still needs to be done to achieve the Sustainable Development Goals (SDGs). By ensuring inclusive and equitable quality education for all, we can create a more just and sustainable society.

Footnotes

1. [1] Horace Mann, “Twelfth Annual Report to the Secretary of the Massachusetts State Board of Education” (1848).
2. [2] Payson Smith, “The Development of Education in Massachusetts, 1630-1930” The Commonwealth of Massachusetts Bulletin of the Department of Education (1930).
3. [3] Smith, “The Development of Education in Massachusetts, 1630-1930.”
4. [4] Leslie A. Mead, “Intensive Archaeological Survey at the Smith School House at Boston African American National Historic Site, Boston, Massachusetts” (Lowell, Mass.: National Park Service Building Conservation Branch, 27 March 1995), 7.
5. [5] “BOAF Historic Resource Study,” Boston African American National Historic Site, (2002) 103; Mead, “Intensive Archaeological Survey at the Smith School House,” 8.
6. [6] Mead, “Intensive Archaeological Survey at the Smith School House,” 8.
7. [7] Mead, “Intensive Archaeological Survey at the Smith School House,” 8.
8. [8] Barbara A. Yocum, “Smith School House Historic Structure Report,” Boston African American National Historic Site (Boston, 1990), 9; “BOAF Historic Resource Study,” 104; Mead, “Intensive Archaeological Survey at the Smith School House,” 8.
9. [9] “BOAF Historic Resource Study,” 104; Mead, “Intensive Archaeological Survey at the Smith School House,” 8-9.
10. [10] Abiel Smith, “Last Will and Testament,” Suffolk County Probate Court number 24791, signed and dated October 6, 1814, as quoted in Yocum, “Smith School House Historic Structure Report,” 7-8.
11. [11] “BOAF Historic Resource Study,” 104.
12. [12] Smith, “The Development of Education in Massachusetts, 1630-1930.”
13. [13] Boston School Commission Report, 1833, as quoted in Mead, “Intensive Archaeological Survey at the Smith School House,” 9.
14. [14] Boston School Commission Report, 1833, as quoted in Mead, “Intensive Archaeological Survey at the Smith School House,” 9.
15. [15] “BOAF Historic Resource Study,” Boston African American National Historic Site, (2002) 105; Mead, “Intensive Archaeological Survey at the Smith School House,” 9.
16. [16] City Document No. 26, 1845, “Reports of the Annual Visiting Committees of the Public Schools of the City of Boston,” as quoted in Yocum, “Smith School House Historic Structure Report,” 20.

Sustainable Development Goals (SDGs), Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities

The article discusses the struggle for equal education, particularly focusing on the African American community in Boston. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education for all. Additionally, the article highlights the inequalities and discrimination faced by African Americans in accessing education, which relates to SDG 10, which aims to reduce inequalities within and among countries.

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education.
• SDG 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
• SDG 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion, or economic or other status.

Based on the article, the specific targets that can be identified are related to ensuring equitable access to education for all children, eliminating gender disparities, and promoting inclusion regardless of race or ethnicity.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
• Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated.
• Indicator 10.2.1: Proportion of people living below 50 percent of median income, by sex, age, and persons with disabilities.

The article does not explicitly mention indicators, but the mentioned targets can be measured using the above indicators. These indicators can track the proportion of children achieving minimum proficiency in reading and mathematics, gender disparities in education, and the proportion of people living below a certain income threshold.

Table: SDGs, Targets, and Indicators

Source: nps.gov