<P> Following waves of German Catholic immigration after the 1848 revolutions, and after the end of the Civil War, both Catholics and Missouri Synod Lutherans began to set up their own German - language parochial schools, especially in cities of heavy German immigration: such as Cincinnati, St. Louis, Chicago and Milwaukee, as well as rural areas heavily settled by Germans . The Amish, a small religious sect speaking German, are opposed to schooling past the elementary level . They see it as unnecessary, as dangerous to preservation of their faith, and as beyond the purview of government . </P> <P> Spain had small settlements in Florida, the Southwest, and also controlled Louisiana . There is little evidence that they schooled any girls . Parish schools were administered by Jesuits or Franciscans and were limited to male students . </P> <P> In the 17th century, colonists imported schoolbooks from England . By 1690, Boston publishers were reprinting the English Protestant Tutor under the title of The New England Primer . The Primer was built on rote memorization . By simplifying Calvinist theology, the Primer enabled the Puritan child to define the limits of the self by relating his life to the authority of God and his parents . The Primer included additional material that made it widely popular in colonial schools until it was supplanted by Webster's work . The "blue backed speller" of Noah Webster was by far the most common textbook from the 1790s until 1836, when the McGuffey Readers appeared . Both series emphasized civic duty and morality, and sold tens of millions of copies nationwide . </P> <P> Webster's Speller was the pedagogical blueprint for American textbooks; it was so arranged that it could be easily taught to students, and it progressed by age . Webster believed students learned most readily when complex problems were broken into its component parts . Each pupil could master one part before moving to the next . Ellis argues that Webster anticipated some of the insights associated in the 20th century with Jean Piaget's theory of cognitive development . Webster said that children pass through distinctive learning phases in which they master increasingly complex or abstract tasks . He stressed that teachers should not try to teach a three - year - old how to read--wait until they are ready at age five . He planned the Speller accordingly, starting with the alphabet, then covering the different sounds of vowels and consonants, then syllables; simple words came next, followed by more complex words, then sentences . Webster's Speller was entirely secular . It ended with two pages of important dates in American history, beginning with Columbus' "discovery" in 1492 and ending with the Battle of Yorktown in 1781, by which the United States achieved independence . There was no mention of God, the Bible, or sacred events . As Ellis explains, "Webster began to construct a secular catechism to the nation - state . Here was the first appearance of' civics' in American schoolbooks . In this sense, Webster's speller was the secular successor to The New England Primer with its explicitly biblical injunctions ." Bynack (1984) examines Webster in relation to his commitment to the idea of a unified American national culture that would prevent the decline of republican virtues and national solidarity . Webster acquired his perspective on language from such German theorists as Johann David Michaelis and Johann Gottfried Herder . He believed with them that a nation's linguistic forms and the thoughts correlated with them shaped individuals' behavior . He intended the etymological clarification and reform of American English to improve citizens' manners and thereby preserve republican purity and social stability . Webster animated his Speller and Grammar by following these principles . </P>

When did education become public in the united states