I end by considering the legacy of nineteenth century school design in twenty-first century American education. With school-age children spending more time in schools than any other buildings other than their homes, it is clear that the ways in which schoolhouses are designed and built matter. These constructed spaces affect the ways in which students move, work, learn, and interact. This book offers an opening into the broader project of making current schoolhouse spatiality more conducive for pedagogies that, true to the nation’s democratic assertions, help youth to grow and build fulfilling and productive lives as active participants in our society. Ultimately, School(house) Design and Curriculum in 19th Century America contributes to today’s conversations about school reform and responds to a more diverse student body.
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