From Division to Unity by: Alba Sánchez

 From Division to Unity

The ongoing transformation of public education in the U.S. 

Public education in the United States has long been portrayed as a shared and accessible system, yet history reveals deep divisions that have shaped both the nation and its people. The idea of “common” education suggests equity and inclusivity, but in reality, the 1970s exposed stark inequalities—economic, racial, and gender-based—that prevented education from being truly common for all. Schools played a crucial role in defining the American public, not just as places of learning but as institutions that reinforced or challenged social structures. As the country faced civil rights movements, economic shifts, and technological advancements, the way education was structured and delivered influenced who had access to opportunity and who was left behind. This divide has not only shaped the trajectory of individuals but also the identity of the nation itself. In examining the history of public education, we can better understand how schools have both reflected and driven societal change—and how they continue to shape our collective future, including my own perspective on education today.

Public education in the United States was meant to create informed citizens who could sustain democracy, but from the start, this goal faced resistance. Leaders like Thomas Jefferson, Benjamin Rush, and Noah Webster argued that an educated public was essential for the survival of the young republic, believing schools should be more widespread and publicly supervised. The text states that they wanted citizens “who could understand public issues, who would elect virtuous leaders, and who would sustain the delicate balance between liberty and order in the new political system.” But despite their vision, most people clung to the colonial model of education, where learning was controlled at the local or family level. This resistance slowed down reforms, making it clear that even though leaders saw education as a necessity, the public wasn’t fully on board. Jefferson himself complained about the “snail-paced gait” of reform, and early attempts at funding schools—like in New York and Connecticut—fell apart when the money ran out. The reality was that education, even when framed as a national priority, was still shaped by local values, traditions, and economic limits. As the country industrialized, public schooling became more urgent, but this push didn’t erase the original tension between national education goals and local control. Even today, we still see these debates play out, whether in funding disparities, curriculum battles, or political influence over education. The idea of schooling as a unifying force was always complicated because, in practice, it never truly included everyone equally. The colonial education system was closely linked to colonialism, serving more as a means of control than a way to foster true intellectual development. It wasn’t just about providing knowledge—it reinforced social structures, restricted access to education, and molded individuals to fit a predetermined role. Freedom of speech was limited, and questioning authority wasn’t encouraged, yet society was still evolving. The movement toward public education in the early republic signaled a step forward, though it remained slow and uneven. There was a growing awareness that an educated citizenry was vital for democracy, but the system still reflected its colonial roots—benefiting some while excluding others. This ongoing struggle between progress and control shaped the foundation of public schooling, and its impact can still be felt today.

Public education in the U.S. has never actually been “common” for everyone—it’s always been shaped by divisions, whether based on race, religion, politics, or money. The text makes this clear, saying, “in our society, the way we provide common public schooling is inherently a compromise—a balance between competing, legitimate values.” From the start, people argued over what should be taught and who deserved access to quality education. Some wanted a standardized system, but many resisted, afraid that government control would take away their local or religious influence. Groups like the Congregationalists in Massachusetts and the Quakers in Indiana kept shaping school curricula with their own beliefs, while urban Catholics pushed back against Protestant biases in early public schools. It wasn’t just about religion, though—money played a huge role in shaping the system. Public schools were supposed to be free and equal, but they were funded by local property taxes, which meant wealthier areas had better schools, and poorer communities were left struggling. Even as public education expanded, it never really broke away from these divisions. The reality is, schools have never just been about learning—they’ve always reflected bigger battles over power, identity, and who gets access to opportunity.

Public education was supposed to bring people together, but it’s always been shaped by division—who gets access, what gets taught, and who’s in control. It was never really “common” for everyone. But even with all the flaws, we’ve come a long way. Now, we have freedom of speech, freedom of religion, and more equality between genders. And because of that freedom, I can choose to be an educator. Being an educator means creating a space where students can think freely, develop their own perspectives, and challenge the world around them. Change starts with me, but it doesn’t stop with me—it continues with every student I teach, every mind I help open, and every conversation that pushes us forward.