[2] These secondary schools furthered the Puritan conformity of the region by institutionalizing religion into the curriculum for the purpose of instilling good morals and obedience in the populace.
The 17th-century Puritan relied upon Christian organizations, such as the Anglican Society for the Propagation of the Gospel in Foreign Parts, for catechisms as the first grammar books.
[3] With support from the community and wealthy philanthropists, clergy determined the curriculum, material, and teachers for common schools throughout the 17th and 18th centuries.
The law declared "the erecting of any other schools, which are not under the establishment and inspection aforesaid, may tend to train up youth in ill principles, and practices, and introduce such disorders as may be of fatal consequence to the public peace and weal of this Colony.
Mann struggled to create a universal standard for state education because schools were characterized by their regional and communal differences.
Barnard repeatedly proposed moral instruction instilled the virtuous habits of "industry, frugality, and respect for property rights.
As the fervor of the Second Great Awakening declined, the instruments of teaching morality changed from overtly Biblical to an attempt at a neutral approach.
[13] Although common schools were designed by Horace Mann to be nonsectarian, there were several fierce battles, most notably in New York City and Philadelphia, where Roman Catholic immigrants and Native Americans objected to the use of the King James Version of the Bible.
[14] Even without Bible readings, most common schools taught children the general Protestant values (e.g., work ethic) of 19th-century America.