Much due to the Protestant belief that lay people should learn to read the Bible in English, instead of Latin or Greek, many colonists pushed for literacy. In 1647 the Massachusetts colonial legislature commented that as the "old deluder Satan" had worked to keep the Bible (in the vernacular) from the people in the times before the Protestant Reformation, they passed a law that towns of over 50 families should provide a school.
However, education was mainly considered to be a local, or a family responsibility, often using private schools, rather than being an duty of the State. Ralph Walker, author of Old Readers, believes that in this period "children were often taught to read at home before they were subjected to the rigours of school. In middle-class families, where the mother would be expected to be literate, this was considered part of her duties.[2]
In Puritan New England this seems to have been particularly evidenced. In The Intellectual Life of New England Samuel Eliot Morison notes that Boston Latin was "the only public school down to 1684, when a writing school was established; and it is probable that only children who already read were admitted to that . . . . they must have learned to read somehow, since there is no evidence of unusual illiteracy in the town. And a Boston bookseller’s stock in 1700 includes no less than eleven dozen spellers and sixty-one dozen primers." [3]
While Congress declared in the Land Ordinance of 1785 that a section of every township which was surveyed in the public lands in the western territories was to be set aside for the maintenance of public schools, and a similar provision was made in the the Northwest Ordinance of 1787 for the Great Lakes and Ohio Valley regions, neither ordinance was fully implemented.[4]
Robert A Peterson[5] argues,
For two hundred years in American history, from the mid-1600s to the mid-1800s,...America produced several generations of highly skilled and literate men and women who laid the foundation for a nation dedicated to the principles of freedom and self-government. The private system of education in which our forefathers were educated included home, school, church, voluntary associations such as library companies and philosophical societies, circulating libraries, apprenticeships, and private study. It was a system supported primarily by those who bought the services of education, and by private benefactors. All was done without compulsion. Although there was a veneer of government involvement in some colonies, such as in Puritan Massachusetts, early American education was essentially based on the principle of voluntarism.[6]
Libraries with good books contributed to the literacy of the average American. Desire for books brought a large number of libraries into existence. These included church libraries, which were supported primarily by voluntarism. Non-private, non-church libraries in America were first maintained by membership fees, and by gifts of books and money from private benefactors interested in education. Entrepreneurs also served to fulfill the desire for self-improvement by colonial Americans, providing new services and innovative ways to sell or rent printed matter. [7]
According to Benjamin Franklin, the North American libraries alone “have improved the general conversation of Americans, made the common tradesmen and farmers as intelligent as most gentlemen from other countries, and perhaps have contributed in some degree to the stand so generally made throughout the colonies in defense of their privileges.[8]
Some contend that in colonial America literacy rates were as high or higher than they are today.[9] Ruth Wallis Herndon, in Literacy among New England's transient poor, 1750-1800, states that Using different sources, a number of "historians have discovered a nearly universal literacy among New England men and varying levels of literacy among New England women in the latter part of the eighteenth century."[10]
However, nationwide access to education was not universal, and was seen to be insufficient by some.