Displayed to two decimal places.
PERSON · STARLIGHT
Horace Mann
Recorded name: 贺拉斯·曼
Horace Mann was a Massachusetts education reformer who served as secretary of the state Board of Education from 1837 to 1848, participating in advancing the public-education agenda through reports, public speeches, and normal-school organization.
Original Chinese introduction
贺拉斯·曼是马萨诸塞州教育改革者，1837年至1848年任州教育委员会秘书，以报告、公共演说和师范学校组织参与推动公共教育议程。
He aggregated school buildings, instructional time, teaching staff, and administrative conditions into public questions in annual reports; he also supported specialized teacher training and linked elementary education to republican self-government in a 1842 speech.
Original Chinese context
他把学校的校舍、学时、师资和行政条件汇集为年度报告中的公共问题；同时支持专门教师培训，并在1842年演说中把初等教育与共和自治联系起来。
Introduction sources
- Massachusetts Archives: annual reports of the Board of Education ↗Original Chinese label · 马萨诸塞州档案：教育委员会年度报告
- Massachusetts Archives: state education-history timeline ↗Original Chinese label · 马萨诸塞州档案：州教育史时间线
- Library of Congress: 1842 public-education speech ↗Original Chinese label · 美国国会图书馆：1842年公共教育演说
Derived from the current score.
Contribution groups assessed so far; coverage is still being expanded.
ASSESSMENT SCOPEWhat this score covers
All included contribution titles and notes are available in English. The complete original text remains available in Chinese; both editions use the same scores and source links.
Uncovered contributions and unresolved harms are not treated as zero. This is not a complete assessment of a lifetime.
3 included contributions have incomplete evidence; the relevant gap appears with that contribution.
Original scope note
This research record currently includes 3 outcomes within a limited scope; M and attribution shares are revisable judgments. Uncovered content and negative effects not yet clarified are not treated as zero; specific gaps appear in the item-by-item explanations.
Original Chinese scope
本轮当前已列3项有限研究账；M与归功份额为可修订判断。未覆盖内容和未核清的负面作用不按零处理，具体缺口见逐项说明。
CALCULATIONHow the score is calculated
Q = 10^(M/2) − 1; Lᵢ = aᵢ × Qᵢ; L = Σ Lᵢ; S = 2 × log₁₀(1 + L).
M is an outcome’s assessed magnitude and a is the person’s allocated share. A standalone score is only a per-item reference; the attributed light from distinct contributions is what can be combined.
SCORE DETAILS
3 evaluated contributions
M is the assessed magnitude of an outcome; attribution is the person’s share of credit. Attributed light can be added. The standalone score is only a per-item reference and must not be added across rows.
Scroll sideways for scores and attribution.
| Outcome | M | Attribution share | Attributed light | Standalone score | Share of total | Status |
|---|---|---|---|---|---|---|
| 01Public argument for common elementary education, republican self-government, and nonsectarian schools公共初等教育、共和自治与非教派学校的公共论证OUT-SL1332-1842-1848-COMMON-SCHOOL-CIVIC-EDUCATION-ARGUMENT · 1842 | 4.8 | 42% | 105.079230 | 4.05 | 38.8869% | Provisional estimate · incomplete evidence |
| 02Massachusetts school inspection, conditions surveys, and annual-report system serviceMassachusetts学校巡察、条件调查与年度报告制度服务OUT-SL1332-1837-1848-MASSACHUSETTS-SCHOOL-SURVEY-ANNUAL-REPORT-SERVICE · 1837–1848 | 5.1 | 24% | 84.915213 | 3.87 | 31.4248% | Provisional estimate · incomplete evidence |
| 03Massachusetts state normal schools and the professional teacher-training organizational chainMassachusetts州立师范学校与专业师资组织链OUT-SL1332-1838-1848-MASSACHUSETTS-NORMAL-SCHOOL-ORGANIZATION · 1837–1848 | 5.3 | 18% | 80.223047 | 3.82 | 29.6883% | Provisional estimate · incomplete evidence |
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NOTES AND SOURCES
Contribution notes and source links
English translations of the included notes appear below, with their Chinese originals available for comparison.
01Public argument for common elementary education, republican self-government, and nonsectarian schools公共初等教育、共和自治与非教派学校的公共论证OUT-SL1332-1842-1848-COMMON-SCHOOL-CIVIC-EDUCATION-ARGUMENT
Record year1842
summaryExplicitly framed public elementary education as a foundation for republican self-government and shared civic capacity, and sustained the discussion through public speeches. This item covers the 1842 speech and the identifiable normative arguments for public elementary education, civic self-government, and nonsectarian schools during his secretaryship; the investigative administrative value of annual reports is accounted for by the first outcome, while legislative decisions, school implementation, and the objective truth of the claims are excluded.
Original Chinese · summary
把公共初等教育明确表述为共和自治和共同公民能力的基础，并以公开演说持续推进讨论。 1842演说及秘书任内可定位的公共初等教育、公民自治和非教派学校规范论证；年度报告的调查行政价值由第一点消费，立法决定、学校实施和主张的客观真值排除。
M rationaleSurviving speeches and sustained public-argument vehicles form a normative knowledge product independent of administrative investigation, assigned M4.8; the popularity of an argument is not equated with empirical causation.
Original Chinese · M rationale
有存世演说和持续公共论证载体，形成独立于行政调查的规范知识产品，取M4.8；不把论证流行等同实证因果。
attribution rationaleMann 0.42; intellectual prehistory 0.22; reform interlocutors 0.13; dissemination teams 0.09; institutions 0.06; unresolved 0.08.
Original Chinese · attribution rationale
Mann 0.42；思想前史0.22；改革对话者0.13；传播团队0.09；机构0.06；未解析0.08。
overlap boundaryThe 1842 speech and the identifiable normative arguments for public elementary education, civic self-government, and nonsectarian schools during his secretaryship; the investigative administrative value of annual reports is accounted for by the first outcome, while legislative decisions, school implementation, and the objective truth of the claims are excluded.
Original Chinese · overlap boundary
1842演说及秘书任内可定位的公共初等教育、公民自治和非教派学校规范论证；年度报告的调查行政价值由第一点消费，立法决定、学校实施和主张的客观真值排除。
Evidence gapsA complete corpus of speeches and contemporary minority-group critiques are needed to test the actual exclusion boundaries of nonsectarian and common education.
Original Chinese · evidence gaps
需演说全集和同期少数群体批评检验非教派与共同教育的实际排斥边界。
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- 0.42Horace MannOriginal Chinese · 贺拉斯·曼Person
- 0.22Precursors of republican civic education, public schools, and nonsectarian educationOriginal Chinese · 共和公民教育、公立学校与非教派教育前驱Predecessor pool
- 0.13Education reformers, teachers, and religious and civic interlocutorsOriginal Chinese · 教育改革者、教师、宗教与公民对话者Team
- 0.09Printers, publishers, speech organizers, and audiencesOriginal Chinese · 印刷者、出版者、演讲组织者与听众Team
- 0.06Massachusetts legislation and public forumsOriginal Chinese · 马萨诸塞州立法与公共论坛Institution
- 0.08Pool pending verification of attribution for speaking, editing, and discussion in public-education argumentOriginal Chinese · 公共教育论证的讲演、编辑与讨论归属待核池Unallocated
Source links
- Library of Congress: 1842 public-education speech ↗Original Chinese label · 美国国会图书馆：1842年公共教育演说
02Massachusetts school inspection, conditions surveys, and annual-report system serviceMassachusetts学校巡察、条件调查与年度报告制度服务OUT-SL1332-1837-1848-MASSACHUSETTS-SCHOOL-SURVEY-ANNUAL-REPORT-SERVICE
Record year1837–1848
summaryContinually brought dispersed school conditions into statewide public reports, making school buildings, instructional time, teachers, and institutional issues administratively discussable objects. Inspections of Massachusetts public schools, investigations of conditions such as schoolhouse ventilation and instructional time, and annual-report delivery during the 1837–1848 secretaryship; general public-education argument is counted only insofar as necessary for administrative reports, while nationwide school improvement and local implementation effects are excluded.
Original Chinese · summary
把分散学校条件持续汇入州级公开报告，使校舍、学时、教师和制度问题成为可讨论的行政对象。 1837–1848年秘书任内对Massachusetts公共学校的巡察、校舍通风与学时等条件调查及年度报告交付；一般公共教育论证仅计行政报告所必需部分，全美学校改善和地方实施成效排除。
M rationaleOriginal state archival reports show continuous investigation and public delivery concerning specific school conditions, constituting a medium-scope administrative knowledge infrastructure, assigned M5.1; it is not raised because of later nationwide public-school expansion.
Original Chinese · M rationale
州档案原报告显示对具体学校条件的连续调查与公开交付，构成中等范围行政知识基础设施，取M5.1；不因后来全美公校扩张抬高。
attribution rationaleMann 0.24; state board 0.20; local school districts 0.18; teachers and students 0.13; administrative prehistory 0.12; state institutions 0.08; unresolved 0.05.
Original Chinese · attribution rationale
Mann 0.24；州委员会0.20；地方学区0.18；师生0.13；行政前史0.12；州机构0.08；未解析0.05。
overlap boundaryInspections of Massachusetts public schools, investigations of conditions such as schoolhouse ventilation and instructional time, and annual-report delivery during the 1837–1848 secretaryship; general public-education argument is counted only insofar as necessary for administrative reports, while nationwide school improvement and local implementation effects are excluded.
Original Chinese · overlap boundary
1837–1848年秘书任内对Massachusetts公共学校的巡察、校舍通风与学时等条件调查及年度报告交付；一般公共教育论证仅计行政报告所必需部分，全美学校改善和地方实施成效排除。
Evidence gapsIndividual reports, board minutes, and local replies are needed to disaggregate authorship and actual institutional change.; Contemporary segregation, religion, and discipline provisions must be checked for indivisible limitations.
Original Chinese · evidence gaps
需逐份报告、委员会会议记录与地方回函细分作者和实际制度变化。；需同期隔离、宗教和纪律条款核对不可分局限。
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- 0.24Horace MannOriginal Chinese · 贺拉斯·曼Person
- 0.2Members and staff of the Massachusetts Board of EducationOriginal Chinese · 马萨诸塞州教育委员会成员与工作人员Team
- 0.18Local school committees, towns, and district administratorsOriginal Chinese · 地方学校委员会、城镇与学区行政人员Team
- 0.13Massachusetts teachers, students, and school communitiesOriginal Chinese · 马萨诸塞州教师、学生与学校共同体Team
- 0.12Precursors of public schools, local reporting, inspection, and educational administrationOriginal Chinese · 公立学校、地方报告、巡察与教育行政前驱Predecessor pool
- 0.08Massachusetts government and public archivesOriginal Chinese · 马萨诸塞州政府与公共档案Institution
- 0.05Pool pending verification of annual-report, inspection, and data attributionOriginal Chinese · 年度报告、巡察与资料归属待核池Unallocated
Source links
- Massachusetts Archives: annual reports of the Board of Education ↗Original Chinese label · 马萨诸塞州档案：教育委员会年度报告
03Massachusetts state normal schools and the professional teacher-training organizational chainMassachusetts州立师范学校与专业师资组织链OUT-SL1332-1838-1848-MASSACHUSETTS-NORMAL-SCHOOL-ORGANIZATION
Record year1837–1848
summaryAdvanced teacher training from scattered practice into a continuous organizational chain supported by the state board and carried by specialized schools. The establishment of Massachusetts state normal schools and the remaining organization of professional teacher training during Mann’s secretaryship; specific teachers’ teaching, each school’s subsequent history, other states, and nationwide normal education are excluded.
Original Chinese · summary
把教师培训从零散实践推进为州委员会支持、具有专门学校载体的持续组织链。 Mann秘书任内Massachusetts州立师范学校开办及专业教师培训组织残余；具体教师教学、各校后续历史、其他州和全美师范教育排除。
M rationaleThe state archival timeline confirms the concrete establishment terminal state of the board and the first state normal school, assigned M5.3; this is a state-level organizational contribution, not attribution for nationwide normal education.
Original Chinese · M rationale
州档案时间线确认委员会与首所州立师范学校的具体开办终态，取M5.3；这是州级组织贡献，不是全美师范教育归属。
attribution rationaleMann 0.18; board 0.17; normal-school teams 0.22; legislation and donations 0.12; training prehistory 0.18; institutions 0.08; unresolved 0.05.
Original Chinese · attribution rationale
Mann 0.18；委员会0.17；师范校团队0.22；立法与捐助0.12；培训前史0.18；机构0.08；未解析0.05。
overlap boundaryThe establishment of Massachusetts state normal schools and the remaining organization of professional teacher training during Mann’s secretaryship; specific teachers’ teaching, each school’s subsequent history, other states, and nationwide normal education are excluded.
Original Chinese · overlap boundary
Mann秘书任内Massachusetts州立师范学校开办及专业教师培训组织残余；具体教师教学、各校后续历史、其他州和全美师范教育排除。
Evidence gapsRecords of the first normal schools’ trustees, principals, curricula, donations, and legislation are needed to resolve individual increments.
Original Chinese · evidence gaps
需首批师范学校董事、校长、课程、捐助和立法记录解析个人增量。
Full attribution budget
Every recorded actor remains visible. Share (0–1) retains the ledger’s exact decimal value.
- 0.18Horace MannOriginal Chinese · 贺拉斯·曼Person
- 0.17Members and organizers of the Massachusetts Board of EducationOriginal Chinese · 马萨诸塞州教育委员会成员与组织者Team
- 0.22Normal-school principals, teachers, trainees, and local implementersOriginal Chinese · 师范学校校长、教师、受训者与地方实施者Team
- 0.12Normal-school legislators, donors, and public supportersOriginal Chinese · 师范学校立法者、捐助者与公共支持者Team
- 0.18European normal schools, teacher seminaries, and American training precursorsOriginal Chinese · 欧洲师范学校、教师研习班与美国培训前驱Predecessor pool
- 0.08Massachusetts normal-school institutionsOriginal Chinese · 马萨诸塞州师范学校机构Institution
- 0.05Pool pending verification of attribution for normal-school organization, teaching, and local implementationOriginal Chinese · 师范学校组织、教学与地方实施归属待核池Unallocated
Source links
- Massachusetts Archives: state education-history timeline ↗Original Chinese label · 马萨诸塞州档案：州教育史时间线
BOUNDARIES NOT COUNTED
Not included in this score
These subjects are recorded as exclusions and are not silently treated as zero or as part of the included outcomes.
Item-by-item attribution for each annual report and local school
各年度报告和地方学校的逐项归属
Reason Individual reports, correspondence, and local archives are required to distinguish the specific responsibilities of Mann, board members, teachers, and school districts.
Original Chinese reason
需要逐份报告、来信与地方档案才能辨别Mann、委员会成员、教师和学区的具体责任。
Antislavery, Congress, and Antioch College service
反奴隶制、国会与安提阿学院服务
Reason There are career indications, but current sources do not close them into a concrete terminal state that is independent and does not overlap the three educational outcomes.
Original Chinese reason
存在生涯线索，但当前来源未将其闭合为独立且不与教育三项重叠的具体终态。
Long-term social effects of public education
公共教育的长期社会效果
Reason Educational opportunity, quality, inequality, and later school systems depend on students, teachers, communities, policy, and funding; they cannot be inferred directly from speeches or reports.
Original Chinese reason
教育机会、质量、不平等和后来的学校体系取决于学生、教师、社区、政策和资金，不能从演说或报告直接推出。
Boundaries of race, religion, class, and discipline
种族、宗教、阶级与纪律边界
Reason The ideal of public education does not establish the actual institutional effects on different groups; contemporary materials require separate review.
Original Chinese reason
公共教育理想不足以说明实际制度对不同群体的影响，需要同期材料单独核查。
How to read this score
Scores can change when evidence is reviewed. The method page explains how magnitude, attribution, and included results relate to the displayed score.
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