Human Capital and Social Capital: The Rise of Secondary Schooling in America, 1910–1940

Abstract

The landlord who lives in town has only a ªnancial interest and must be reached from the ªnancial side.He may well be reminded that when he offers his farm for sale it will be to his advantage to advertise, "free transportation to a good graded school."Those who have no children to attend school are often indifferent as to school privileges, but they more than others should be interested in securing to the children of the whole community the best educational advantages possible.They may be secure and independent at present, but if they live out their years with no children to depend upon in old age, they must of necessity rely upon someone, they know not whom, who is today in the public schools.Their only safeguard lies in giving the best advantages possible to all.Iowa Biennial Report, 1912/13, on the campaign for consolidated school districtsThe United States led all other nations in the development of universal and publicly funded secondary school education, and much of the growth occurred from 1910 to 1940.The focus of this article is on why the "high school movement" occurred in America generally and why it occurred so early and swiftly in America's heartland-a region we dub the "education belt."Since