Aristocratic Education and the Making of the American Republic PDF Download

Author: Mark Boonshoft
Publisher: UNC Press Books
ISBN: 1469659549
Category : History
Languages : en
Pages : 297

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Book Description
Following the American Revolution, it was a cliche that the new republic's future depended on widespread, informed citizenship. However, instead of immediately creating the common schools--accessible, elementary education--that seemed necessary to create such a citizenry, the Federalists in power founded one of the most ubiquitous but forgotten institutions of early American life: academies, privately run but state-chartered secondary schools that offered European-style education primarily for elites. By 1800, academies had become the most widely incorporated institutions besides churches and transportation projects in nearly every state. In this book, Mark Boonshoft shows how many Americans saw the academy as a caricature of aristocratic European education and how their political reaction against the academy led to a first era of school reform in the United States, helping transform education from a tool of elite privilege into a key component of self-government. And yet the very anti-aristocratic critique that propelled democratic education was conspicuously silent on the persistence of racial and gender inequality in public schooling. By tracing the history of academies in the revolutionary era, Boonshoft offers a new understanding of political power and the origins of public education and segregation in the United States.

Author: Matthew Stewart
Publisher: Simon and Schuster
ISBN: 1982114193
Category : History
Languages : en
Pages : 352

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Book Description
"A trenchant analysis of how the wealthiest 9.9 percent of Americans -- those just below the tip of the wealth pyramid -- have exacerbated the growing inequality in our country and distorted our social values"--

Author: John Dewey
Publisher: Createspace Independent Publishing Platform
ISBN:
Category : Juvenile Nonfiction
Languages : en
Pages : 456

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Book Description
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.

Author: J. M. Opal
Publisher: Oxford University Press
ISBN: 0199751706
Category : Biography & Autobiography
Languages : en
Pages : 353

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Book Description
"With the passionate support of most voters and their families, Andrew Jackson broke through the protocols of the Founding generation, defying constitutional and international norms in the name of the "sovereign people." And yet Jackson's career was no less about limiting that sovereignty, imposing one kind of law over Americans so that they could inflict his sort of "justice" on non-Americans. Jackson made his name along the Carolina and Tennessee frontiers by representing merchants and creditors and serving governors and judges. At times that meant ejecting white squatters from native lands and returning blacks slaves to native planters. Jackson performed such duties in the name of federal authority and the "law of nations." Yet he also survived an undeclared war with Cherokee and Creek fighters between 1792 and 1794, raging at the Washington administration's failure to "avenge the blood" of white colonists who sometimes leaned towards the Spanish Empire rather than the United States. Even under the friendlier presidency of Thomas Jefferson, Jackson chafed at the terms of national loyalty. During the long war in the south and west from 1811 to 1818 he repeatedly brushed aside state and federal restraints on organized violence, citing his deeper obligations to the people's safety within a terrifying world of hostile empires, lurking warriors, and rebellious slaves. By 1819 white Americans knew him as their "great avenger." Drawing from recent literatures on Jackson and the early republic and also from new archival sources, Avenging the People portrays him as a peculiar kind of nationalist for a particular form of nation, a grim and principled man whose grim principles made Americans fearsome in some respects and helpless in others"--

Author: Johann N. Neem
Publisher: JHU Press
ISBN: 1421423219
Category : Education
Languages : en
Pages : 257

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Book Description
The unknown history of American public education. At a time when Americans are debating the future of public education, Johann N. Neem tells the inspiring story of how and why Americans built a robust public school system in the decades between the Revolution and the Civil War. It’s a story in which ordinary people in towns across the country worked together to form districts and build schoolhouses and reformers sought to expand tax support and give every child a liberal education. By the time of the Civil War, most northern states had made common schools free, and many southern states were heading in the same direction. Americans made schooling a public good. Yet back then, like today, Americans disagreed over the kind of education needed, who should pay for it, and how schools should be governed. Neem explores the history and meaning of these disagreements. As Americans debated, teachers and students went about the daily work of teaching and learning. Neem takes us into the classrooms of yore so that we may experience public schools from the perspective of the people whose daily lives were most affected by them. Ultimately, Neem concludes, public schools encouraged a diverse people to see themselves as one nation. By studying the origins of America’s public schools, Neem urges us to focus on the defining features of democratic education: promoting equality, nurturing human beings, preparing citizens, and fostering civic solidarity.

Author: Gordon S. Wood
Publisher: UNC Press Books
ISBN: 080789981X
Category : History
Languages : en
Pages : 676

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Book Description
One of the half dozen most important books ever written about the American Revolution.--New York Times Book Review "During the nearly two decades since its publication, this book has set the pace, furnished benchmarks, and afforded targets for many subsequent studies. If ever a work of history merited the appellation 'modern classic,' this is surely one.--William and Mary Quarterly "[A] brilliant and sweeping interpretation of political culture in the Revolutionary generation.--New England Quarterly "This is an admirable, thoughtful, and penetrating study of one of the most important chapters in American history.--Wesley Frank Craven

Author: Mary Beth Norton
Publisher: Vintage
ISBN: 0804172463
Category : History
Languages : en
Pages : 530

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Book Description
From one of our most acclaimed and original colonial historians, a groundbreaking book tracing the critical "long year" of 1774 and the revolutionary change that took place from the Boston Tea Party and the First Continental Congress to the Battles of Lexington and Concord. A WALL STREET JOURNAL BEST BOOK OF THE YEAR In this masterly work of history, the culmination of more than four decades of research and thought, Mary Beth Norton looks at the sixteen months leading up to the clashes at Lexington and Concord in mid-April 1775. This was the critical, and often overlooked, period when colonists traditionally loyal to King George III began their discordant “discussions” that led them to their acceptance of the inevitability of war against the British Empire. Drawing extensively on pamphlets, newspapers, and personal correspondence, Norton reconstructs colonial political discourse as it took place throughout 1774. Late in the year, conservatives mounted a vigorous campaign criticizing the First Continental Congress. But by then it was too late. In early 1775, colonial governors informed officials in London that they were unable to thwart the increasing power of local committees and their allied provincial congresses. Although the Declaration of Independence would not be formally adopted until July 1776, Americans had in effect “declared independence ” even before the outbreak of war in April 1775 by obeying the decrees of the provincial governments they had elected rather than colonial officials appointed by the king. Norton captures the tension and drama of this pivotal year and foundational moment in American history and brings it to life as no other historian has done before.

Author: Allan Bloom
Publisher: Simon and Schuster
ISBN: 1439126267
Category : Social Science
Languages : en
Pages : 403

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Book Description
The brilliant, controversial, bestselling critique of American culture that “hits with the approximate force and effect of electroshock therapy” (The New York Times)—now featuring a new afterword by Andrew Ferguson in a twenty-fifth anniversary edition. In 1987, eminent political philosopher Allan Bloom published The Closing of the American Mind, an appraisal of contemporary America that “hits with the approximate force and effect of electroshock therapy” (The New York Times) and has not only been vindicated, but has also become more urgent today. In clear, spirited prose, Bloom argues that the social and political crises of contemporary America are part of a larger intellectual crisis: the result of a dangerous narrowing of curiosity and exploration by the university elites. Now, in this twenty-fifth anniversary edition, acclaimed author and journalist Andrew Ferguson contributes a new essay that describes why Bloom’s argument caused such a furor at publication and why our culture so deeply resists its truths today.

Author: Matthew Gardner Kelly
Publisher: Cornell University Press
ISBN: 1501773275
Category : Education
Languages : en
Pages : 271

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Book Description
In Dividing the Public, Matthew Gardner Kelly takes aim at the racial and economic disparities that characterize public education funding in the United States. With California as his focus, Kelly illustrates that the use of local taxes to fund public education was never an inadvertent or de facto product of past practices, but an intentional decision adopted in place of well-known alternatives during the Progressive Era, against past precedent and principle in several states. From efforts to convert expropriated Indigenous and Mexican land into common school funding in the 1850s, to reforms that directed state aid to expanding white suburbs during the years surrounding World War II, Dividing the Public traces, in intricate detail, how a host of policies connected to school funding have divided California by race and class over time. In bringing into view the neglected and poorly understood history of policymaking connected to school finance, Kelly offers a new story about the role public education played in shaping the racially segregated, economically divided, and politically fragmented world of the post-1945 metropolis.

Author: Cynthia A. Kierner
Publisher: LSU Press
ISBN: 0807179841
Category : History
Languages : en
Pages : 256

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Book Description
Rethinking American Disasters is a pathbreaking collection of essays on hurricanes, earthquakes, fires, and other calamities in the United States and British colonial America over four centuries. Proceeding from the premise that there is no such thing as a “natural” disaster, the collection invites readers to consider disasters and their aftermaths as artifacts of and vantage points onto their historical contexts.