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BIBLIOGRAPHY OF THE HISTORY OF AMERICAN EDUCATION

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BIBLIOGRAPHY OF THE HISTORY OF AMERICAN EDUCATION

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CONANT, James B. The
Child, the Parent, and the State (Cambridge. MA: Harvard University
Press, 1959).
FENSKE, Neil R. "All
the King's Horses and all the King's Men: Purpose and Administration
of Public High Schools, 1890-1994." Doctoral dissertation, University
of Oregon, 1995. Order # DA9529052.
GROSS, Neal. Who Runs
Our Schools? (New York, 1958).
HARAN, William J. "Admiral
Hyman G. Rickover, USN: A Decade of Educational Criticism, 1955-1964."
Doctoral dissertation, Loyola University of Chicago, 1982.
LANSNER, Kermit, ed.
Second-Rate Brains (New York, 1958).
MANGHAM, Iain. "Education
for Autonomy: Some Comments on the Educational Thought of David Riesman."
British Journal of Educational Studies, XV (1957), 40-50.
MEHL, Bernard. "The
Conant Report and the Committee of Ten: A Historical Approach."
Educational Research Bulletin (Ohio State University)], XXXIX (1960),
29-38, 56.
WARNER, W. Lloyd, Robert
J. HAVIGHURST, and Martin B. LOEB. Who Shall Be Educated? The Challenge
of Unequal Opportunities (New York, 1944).

Conant, James Bryant, 1893-1978. Papers of James Bryant Conant, 1862-1987 : an inventory

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The quality of relativistic education

What kind of EDUCATION can students get where their professors teach them that Western civilization is worthless, that reason is invalid, that knowledge is unnecessary, that students can construct their own reality, and that there is no such thing as truth?

Tags: education on 2008-08-21 -All Annotations (0) -About

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First Principles - The Treasonous Clerk: Reviving the Culture Wars, Again

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History of American Education

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Spinoza

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John Adams

Without wishing to damp the ardor of curiosity or influence the freedom of inquiry, I will hazard a prediction that, after the most industrious and impartial researchers, the longest liver of you all will find no principles, institutions or systems of education more fit in general to be transmitted to your posterity than those you have received from your ancestors.-- John Adams (letter to the young men of the Philadelphia, 7 May 1798)

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Education Quotes @ The "Quote" Files, 09/10/2006

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The Two Worlds of Advanced Placement

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Just What Are Schools to Do? The Aims and Purposes of Education

"Schools are never just about education. For that matter, education is never just about education. The school as an institution is founded and supported as a means to some end."

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ADF Alliance Alert » Albert Mohler: Just What Are Schools to Do? The Aims and Purposes of Education

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American Education, Panel 1 206212-1 : C-SPAN Video Library, Created by Cable. Offered as a Public Service.

Economists and Educators debated the economic implications of the state of american education.

9:00 - 9:20 Welcome: Librarian of Congress, Dr. James H. Billington

9:20 - 10:30 Interpreting the Data with Andreas Schleicher, Organization for Economic Cooperation and Development and Gary Phillips, American Institutes of Research

The forum "Remaining Competitive in a Flat World," held at the Library of Congress, was sponsored by the Bill and Melinda Gates Foundation.

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Bill Bennett on American Education 206212-2 : C-SPAN Video Library, Created by Cable. Offered as a Public Service.

10:45 - 11:15 Keynote Speaker: Former Education Secretary, William J. Bennett

The forum "Remaining Competitive in a Flat World," held at the Library of Congress, was sponsored by the Bill and Melinda Gates Foundation.

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John Taylor Gatto on Education From his essay “Why Do Bad Schools Cost So Much?”

John Taylor Gatto on Education
From his essay “Why Do Bad Schools Cost So Much?”

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Founders’ Education: Excerpt «

Education of the Founding Fathers of the Republic: Scholasticism in the Colonial Colleges by James J. Walsh; Fordham University Press, 1935.

Tags: education, founding-fathers on 2008-06-23 -All Annotations (0) -About

Most of the signers were members of what are called the learned professions. Twenty-four, or nearly one-half the whole number, were lawyers; there were thirteen planters or farmers, but in those days dwellers on plantations and farms almost as a rule found opportunities for cultivating their minds as well as the soil and many of them were deeply interested in having their sons receive a good education. Besides, there were nine merchants, five physicians, two mechanics, one clergyman, one mariner and one surveyor….
It is a never ending source of surprise to note how many of the signers had the full benefit of the college education of that day which required a preparatory school training of some four or five years in the classics and then four years of college work….
When as students they came up from the Latin schools to college or from their private tutors they were expected to be able to talk Latin. Indeed their collegiate exercises in logic the first year and in metaphysics and ethics but also in natural philosophy in the concluding years were conducted in Latin….
They were expected to be able to read at least the New Testament in Greek and it must not be forgotten that when the Massachusetts Bay Psalm Book was printed (163 it was translated from the original Hebrew by clergymen in the colonies who had been educated in the English and Scotch colleges after the same method and in accordance with the curriculum that was introduced into the colonial colleges.
All of the Massachusetts signers, then, were college men, but all of them were men who did not think that their studies begun in college were ended when they took their degrees. All of them continued their interest in their classical studies and reviewed their philosophy during the subsequent years
George Wythe, the first of the Virginia signers, had no college experience but he was fortunate in a mother who was herself learned in Latin and who pursued her studies with her son, encouraging him in Greek, as well as in Latin, so that she made of him one of the leading classical scholars in the country.
We know the scholarliness of George Wythe because he had among his law students three of the most distinguished men of that time: Thomas Jefferson, John Marshall and Henry Clay. We have no greater intellectual trio in our history than these and since they agreed in proclaiming the scholarship of their preceptor there can be no doubt at all of the fact.
Virginians usually obtained their preliminary education from private tutors in their homes….