Author: Daniel A. Clark
Publisher: Univ of Wisconsin Press
ISBN: 0299235335
Category : History
Languages : en
Pages : 266
Book Description
How did a college education become so vital to American notions of professional and personal advancement? Reared on the ideal of the self-made man, American men had long rejected the need for college. But in the early twentieth century this ideal began to change as white men born in the U.S. faced a barrage of new challenges, among them a stultifying bureaucracy and growing competition in the workplace from an influx of immigrants and women. At this point a college education appealed to young men as an attractive avenue to success in a dawning corporate age. Accessible at first almost exclusively to middle-class white males, college funneled these aspiring elites toward a more comfortable and certain future in a revamped construction of the American dream. In Creating the College Man Daniel A. Clark argues that the dominant mass media of the era—popular magazines such as Cosmopolitan and the Saturday Evening Post—played an integral role in shaping the immediate and long-term goals of this select group of men. In editorials, articles, fiction, and advertising, magazines depicted the college man as simultaneously cultured and scientific, genteel and athletic, polished and tough. Such depictions underscored the college experience in powerful and attractive ways that neatly united the incongruous strains of American manhood and linked a college education to corporate success.
Creating the College Man
Author: Daniel A. Clark
Publisher: Univ of Wisconsin Press
ISBN: 0299235335
Category : History
Languages : en
Pages : 266
Book Description
How did a college education become so vital to American notions of professional and personal advancement? Reared on the ideal of the self-made man, American men had long rejected the need for college. But in the early twentieth century this ideal began to change as white men born in the U.S. faced a barrage of new challenges, among them a stultifying bureaucracy and growing competition in the workplace from an influx of immigrants and women. At this point a college education appealed to young men as an attractive avenue to success in a dawning corporate age. Accessible at first almost exclusively to middle-class white males, college funneled these aspiring elites toward a more comfortable and certain future in a revamped construction of the American dream. In Creating the College Man Daniel A. Clark argues that the dominant mass media of the era—popular magazines such as Cosmopolitan and the Saturday Evening Post—played an integral role in shaping the immediate and long-term goals of this select group of men. In editorials, articles, fiction, and advertising, magazines depicted the college man as simultaneously cultured and scientific, genteel and athletic, polished and tough. Such depictions underscored the college experience in powerful and attractive ways that neatly united the incongruous strains of American manhood and linked a college education to corporate success.
Publisher: Univ of Wisconsin Press
ISBN: 0299235335
Category : History
Languages : en
Pages : 266
Book Description
How did a college education become so vital to American notions of professional and personal advancement? Reared on the ideal of the self-made man, American men had long rejected the need for college. But in the early twentieth century this ideal began to change as white men born in the U.S. faced a barrage of new challenges, among them a stultifying bureaucracy and growing competition in the workplace from an influx of immigrants and women. At this point a college education appealed to young men as an attractive avenue to success in a dawning corporate age. Accessible at first almost exclusively to middle-class white males, college funneled these aspiring elites toward a more comfortable and certain future in a revamped construction of the American dream. In Creating the College Man Daniel A. Clark argues that the dominant mass media of the era—popular magazines such as Cosmopolitan and the Saturday Evening Post—played an integral role in shaping the immediate and long-term goals of this select group of men. In editorials, articles, fiction, and advertising, magazines depicted the college man as simultaneously cultured and scientific, genteel and athletic, polished and tough. Such depictions underscored the college experience in powerful and attractive ways that neatly united the incongruous strains of American manhood and linked a college education to corporate success.
Give Me an Answer
Author: Cliffe Knechtle
Publisher: InterVarsity Press
ISBN: 9780877845690
Category : Religion
Languages : en
Pages : 172
Book Description
Cliffe Knechtle offers clear, reasoned and compassionate responses to the tough questions skeptics ask.
Publisher: InterVarsity Press
ISBN: 9780877845690
Category : Religion
Languages : en
Pages : 172
Book Description
Cliffe Knechtle offers clear, reasoned and compassionate responses to the tough questions skeptics ask.
Building Developer
Author:
Publisher:
ISBN:
Category : Building
Languages : en
Pages : 940
Book Description
Publisher:
ISBN:
Category : Building
Languages : en
Pages : 940
Book Description
A History of the Working Men's College
Author: J F C Harrison
Publisher: Routledge
ISBN: 1134530838
Category : Education
Languages : en
Pages : 255
Book Description
Originally published in 1954, this is the first full-length account of the history of the Working Men’s College in St.Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London’s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself to the demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition.
Publisher: Routledge
ISBN: 1134530838
Category : Education
Languages : en
Pages : 255
Book Description
Originally published in 1954, this is the first full-length account of the history of the Working Men’s College in St.Pancras, London. One hundred and fifty years on from its foundation in 1854, it is the oldest adult educational institute in the country. Self-governing and self-financing, it is a rich part of London’s social history. The college stands out as a distinctive monument of the voluntary social service founded by the Victorians, unchanged in all its essentials yet adapting itself to the demands of each generation of students and finding voluntary and unpaid teachers to continue its tradition.
Cornell Reading Courses
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 854
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages : 854
Book Description
Annual Report
Author: Intercollegiate Civic League
Publisher:
ISBN:
Category : Political science
Languages : en
Pages : 84
Book Description
Publisher:
ISBN:
Category : Political science
Languages : en
Pages : 84
Book Description
Bulletin
Author: Catholic Educational Association
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 796
Book Description
Nov. issue includes Proceedings of the annual meeting.
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 796
Book Description
Nov. issue includes Proceedings of the annual meeting.
Schools of Fiction
Author: Morgan Day Frank
Publisher: Oxford University Press
ISBN: 0192867504
Category : Education
Languages : en
Pages : 369
Book Description
In Schools of Fiction, Morgan Day Frank considers a bizarre but integral feature of the modern educational experience: that teachers enthusiastically teach literary works that have terrible things to say about school. From Ishmael's insistence in Herman Melville's Moby-Dick that a whale-ship was my Yale College and my Harvard, to the unnamed narrator's expulsion from his southern college in Ralph Ellison's Invisible Man, the most frequently taught books in the English curriculum tend to be those that cast the school as a stultifying and inhumane social institution. Why have educators preferred the anti-scholasticism of the American romance tradition to the didacticism of sentimentalists? Why have they organized African American literature as a discursive category around texts that despaired of the post-Reconstruction institutional system? Why did they start teaching novels, that literary form whose very nature, in Mikhail Bakhtin's words, is not canonic? Reading literature in class is a paradoxical undertaking that, according to Day Frank, has proved foundational to the development of American formal education over the last two centuries, allowing the school to claim access to a social world external to itself. By drawing attention to the transformative effect literature has had on the school, Schools of Fiction challenges some of our core assumptions about the nature of cultural administration and the place of English in the curriculum. The educational system, Day Frank argues, has depended historically on the cultural objects whose existence it is ordinarily thought to govern and the academic subject it is ordinarily thought to have marginalized.
Publisher: Oxford University Press
ISBN: 0192867504
Category : Education
Languages : en
Pages : 369
Book Description
In Schools of Fiction, Morgan Day Frank considers a bizarre but integral feature of the modern educational experience: that teachers enthusiastically teach literary works that have terrible things to say about school. From Ishmael's insistence in Herman Melville's Moby-Dick that a whale-ship was my Yale College and my Harvard, to the unnamed narrator's expulsion from his southern college in Ralph Ellison's Invisible Man, the most frequently taught books in the English curriculum tend to be those that cast the school as a stultifying and inhumane social institution. Why have educators preferred the anti-scholasticism of the American romance tradition to the didacticism of sentimentalists? Why have they organized African American literature as a discursive category around texts that despaired of the post-Reconstruction institutional system? Why did they start teaching novels, that literary form whose very nature, in Mikhail Bakhtin's words, is not canonic? Reading literature in class is a paradoxical undertaking that, according to Day Frank, has proved foundational to the development of American formal education over the last two centuries, allowing the school to claim access to a social world external to itself. By drawing attention to the transformative effect literature has had on the school, Schools of Fiction challenges some of our core assumptions about the nature of cultural administration and the place of English in the curriculum. The educational system, Day Frank argues, has depended historically on the cultural objects whose existence it is ordinarily thought to govern and the academic subject it is ordinarily thought to have marginalized.
The Haberdasher
Author:
Publisher:
ISBN:
Category : Men's furnishing goods
Languages : en
Pages : 490
Book Description
Publisher:
ISBN:
Category : Men's furnishing goods
Languages : en
Pages : 490
Book Description
Proceedings of the Bell System Educational Conference for Faculty Representatives of Colleges of Liberal Arts and Collegiate Schools of Business, New York City, June 21-25, 1926
Author:
Publisher:
ISBN:
Category : Telecommunication
Languages : en
Pages : 280
Book Description
Publisher:
ISBN:
Category : Telecommunication
Languages : en
Pages : 280
Book Description