George Washington's Plan For Schools

John Michael Handrop
5 November, 2010

George Washington's Plan For Schools

         George Washington states in his will that he wants Federal schooling in America,1 but he doesn't really give reasons why or supporting evidence. He continues with support stating that the U.S. Can not have citizens returning with other nation's non-Republic ideas. This would be bad for the Nation as a whole. For us to have returning citizens, with other nations ideology would be bad for the nation as a whole. The U.S., over time, would be threatened by the educated class of reforming the nation under another's flag, laws, and ideology. Therefore, Washington sees that the only course of action, to better the U.S., would be for the federal government to form an education system, not on the State level, but the federal government. This source, Washington's Will, is important to American society not only for the the formation of a unified school district, but to also show the dedication of our founding fathers. He could have just as easily given the money (shares) to a relative or friend, but he gave it to someone (a group of people) that could use it to start a revolution in the education system – for improvements. The revolutions in the U.S. where always to improve; never for personal gain of someone in power. Besides also showing the unselfishness of the Founding Fathers, Washington's Will also shows that even in death you can be an activist. This Will was also written after Benjamin Rush's “A Plan for the Establishment of Public Schools and the Diffusion of Knowledge in Pennsylvania”2. Thirteen years after, in fact. Therefore, Washington's Will was probably inspired by Rush's plan.

Footnotes
1  “George Washington, Last Will and Testament, 1799,” in Creating an American Culture 1775-1800: A Brief History with Documents, by Eve Kornfeld (Boston: Pearson Custom Publishing, 2001), 124-126.
2  “Educating American Citizens,” in Creating an American Culture 1775-1800: A Brief History with Documents, by Eve Kornfeld (Boston: Pearson Custom Publishing, 2001), 27-38.