Final answer:
The reaction to the creation of new schools ranged from government prohibitions on funding religious education to mixed responses in minority communities regarding leaders like Booker T. Washington's approaches. Confucius's influence eventually saw an enduring acceptance in government and education. Overall, responses varied based on social fears, biases, and the period's cultural circumstances.
Step-by-step explanation:
The reaction from the teaching, government, and church authorities to the success of creating new schools varied, often influenced by social fears of the period. For instance, with the concern over state sponsorship of religion, government reactions included laws forbidding government aid to religious schools. This was partly a response to the influx of Catholic immigrants and the emergence of new religious organizations whose teachings deviated from traditional Protestant beliefs. Similarly, during the period following emancipation, although many Freedpeople valued education, White Americans' response ranged from hostility, with instances of schools being burned, to reluctant acceptance, resulting in a brief period of multiracial Freedmen's schools.
Booker T. Washington's account further illustrates a negative response from within the Black community itself after his Atlanta address, which was perceived as overly conciliatory toward Southern whites. The situation escalated to the point where Black religious organizations condemned Washington and advised parents not to send their children to Tuskegee. Recognition of Confucius's work, contrarily, saw a more favorable outcome over time. His teachings eventually spawned a class of scholars essential to teaching and government work, reflecting an enduring scholarly and official acceptance. Similarly, responses varied based on era, demographic, and regional biases during historical developments such as desegregation in New York City or the establishment of Confucius's academic influence.