The Lancasterian System of Instruction in the Schools of New York City PDF Download
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Author: John Franklin Reigart
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
Author: John Franklin Reigart
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
Get Book Here
Book Description
Author: John Franklin Reigart
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
Get Book Here
Book Description
Author: John Franklin Reigart
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 128
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Book Description
Author: Lisa Gitelman
Publisher: MIT Press
ISBN: 9780262572286
Category : History
Languages : en
Pages : 316
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Book Description
A cultural history of media that were "new media" in the eighteenth, nineteenth, and twentieth centuries.
Author: John Franklin Reigart
Publisher: Createspace Independent Publishing Platform
ISBN: 9781547237654
Category :
Languages : en
Pages : 112
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Book Description
From the INTRODUCTION. The present school system of the city of New York is the result of growth and unification extending over a period of nearly a century, from the organization of the Free School Society in 1805 to the reorganization of the schools of the greater System city in 1902. During nearly half of that period public elementary education was administered by a corporation not responsible to the people. From the establishment of the Board of Education in 1842 to its absorption of the Public School Society in 1853, two distinct systems existed. The formation of the greater city of New York in 1898 involved great extension and new readjustment. To the school system of the former city of New York, now the Borough of Manhattan and the Borough of the Bronx, there were added two city school systems, those of Brooklyn and Long Island City, and thirty-five school districts in the Borough of Queens and twenty-nine in the Borough of Richmond. Complete unification of these diverse elements was not accomplished until the charter of 1901 went into effect. In 1805, for a population of more than 75,000, the only facilities for elementary education were provided by private, church, and charity schools, with one hundred and forty-one teachers, of whom one hundred and six were men and thirty-five were women. A school for colored children, the African Free School, had been opened in 1787 by the Manumission Society; and a school for girls, in 1801, by the Association of Women Friends for the Relief of the Poor, generally known as the Female Association. The schools of these associations were later taken over by the Public School Society; those of the Manumission Society in 1834, and of the Female Association in 1845. The purpose of the Free School Society, of which De Witt Clinton was the first president and the largest contributor, was, as stated in their first address to the public, "to extend the means of education to such poor children as do not belong to, or are not provided for, by any religious society." The first school was opened in 1806. In 1826, owing to the desire to admit pay pupils, the name of the association was changed to the Public School Society. At this time the schools of the Society numbered twenty-one, with 6007 pupils, while the number of children between the ages of five and fifteen, who attended no school whatever, was estimated at 20,000....
Author: David Komline
Publisher: Oxford University Press
ISBN: 0190085177
Category : History
Languages : en
Pages : 313
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Book Description
A statue of Horace Mann, erected in front of the Boston State House in 1863, declares him the "Father of the American Public School System." For over a century and a half, most narratives about early American education have taken this epithet as the truth. As Mann looms over the Boston Common, so he has also loomed over discussions of early American schooling. Other scholarship has emphasized economic factors as the main reason for the emergence of public schools. The Common School Awakening offers a new narrative about the rise of public schools in America that counters these conceptions. In this book, David Komline explains how a broad and distinctly American religious consensus emerged in the first half of the nineteenth century, allowing people from across the religious spectrum to cooperate in systematizing and professionalizing America's schools in an effort to Christianize the country. At the height of this movement, several states introduced state-sponsored teacher training colleges and concentrated government oversight of schools in offices such as the one held by Mann. Shortly thereafter, the religious consensus that had served as the foundation for this common school system disintegrated. But the system itself remained, the legacy of not just one man, but of a whole network of reformers who put into motion a transatlantic and transdenominational religious movement - the "Common School Awakening."
Author: Nicholas Murray Butler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 486
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Book Description
Vols. 19-34 include "Bibliography of education" for 1899-1906, compiled by James I. Wyer and others.
Author: Frederick Eby
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 454
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Book Description
Author: Columbia University. Teachers College
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 248
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Book Description
Author: Eric Robert Papenfuse
Publisher: American Philosophical Society
ISBN: 9780871698711
Category : Biography & Autobiography
Languages : en
Pages : 192
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Book Description
Robert Goodloe Harper (1765-1825), a prominent attorney congressman from South Carolina & Maryland, was one of the most influential Federalists of the early national period. Harper is traditionally remembered as an extreme example of unthinking, reactionary conservatism in an era of intense partisanship & bitter sectional conflict. In this lively, revisionist account, Eric Robert Papenfuse reinterprets Harper's political philosophy in light of his personal struggle with the moral dilemma of slavery. Papenfuse uses newly discovered documents to show how Harper rose to power among back country South Carolinians as both an advocate of innate racial equality & a proponent of the gradual end to slavery's westward expansion. Though deeply troubled by slavery's irremediable moral & political evils, Harper accepted the system as a temporary necessity, & turned his efforts to achieving social progress through the education of lower-class white Americans & the "emancipation" of European peasants from Napoleonic tyranny. The establishment of the American Colonization Society in 1816 renewed Harper's commitment to resolving the problem of slavery by educating blacks & transporting them to an environment free from white racial prejudice, where they might one day become a "great nation." By conveniently reproducing & indexing four of Harper's most important speeches & letters, Papenfuse invites readers to examine for themselves a fundamental paradox of the age: how an abiding conviction that all races were inherently equal could allow for such forced rationalizations, painful self-deceptions, & maddening compromises.
