Charles Dorn
- Published in print:
- 2017
- Published Online:
- January 2018
- ISBN:
- 9780801452345
- eISBN:
- 9781501712616
- Item type:
- chapter
- Publisher:
- Cornell University Press
- DOI:
- 10.7591/cornell/9780801452345.003.0006
- Subject:
- Education, History of Education
This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in ...
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This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in the United States during the antebellum period and flourished in the decades following the Civil War. Providing women, especially, access to higher education at a time when most colleges and universities refused to admit them, normal schools manifested a commitment to the public good by welcoming poor students and offering them training to become public-school teachers. Over time, these institutions became a crucial segment of American higher education. They also underwent dramatic transformation. Unbeknownst to many of their current students, hundreds of well-known colleges and universities began as normal schools, with scores having been the first centers of higher learning in their states to receive public support.Less
This chapter explores California State Normal School, California's first publicly supported higher-education institution. Dedicated to teacher education, normal schools were initially established in the United States during the antebellum period and flourished in the decades following the Civil War. Providing women, especially, access to higher education at a time when most colleges and universities refused to admit them, normal schools manifested a commitment to the public good by welcoming poor students and offering them training to become public-school teachers. Over time, these institutions became a crucial segment of American higher education. They also underwent dramatic transformation. Unbeknownst to many of their current students, hundreds of well-known colleges and universities began as normal schools, with scores having been the first centers of higher learning in their states to receive public support.
Hilary Green
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780823270118
- eISBN:
- 9780823270156
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823270118.003.0005
- Subject:
- History, American History: Civil War
This chapter explores the expansion and refinement of the educational partnership between black Mobilians and the American Missionary Association through Emerson Normal. This redefined partnership ...
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This chapter explores the expansion and refinement of the educational partnership between black Mobilians and the American Missionary Association through Emerson Normal. This redefined partnership led to the establishment of a corps of public schoolteachers necessary for new state school system. Outside the classroom, Emerson Normal graduates became an essential asset for black Mobilians and their slow and arduous struggle for African American public education and racial equality. They used these resources to secure Broad Street Academy, African American public schoolteachers, and school administrative positions. Without Emerson Normal and its graduates, the chapter argues that the public schools and turn of the century racial uplift activism would have been greatly impaired.Less
This chapter explores the expansion and refinement of the educational partnership between black Mobilians and the American Missionary Association through Emerson Normal. This redefined partnership led to the establishment of a corps of public schoolteachers necessary for new state school system. Outside the classroom, Emerson Normal graduates became an essential asset for black Mobilians and their slow and arduous struggle for African American public education and racial equality. They used these resources to secure Broad Street Academy, African American public schoolteachers, and school administrative positions. Without Emerson Normal and its graduates, the chapter argues that the public schools and turn of the century racial uplift activism would have been greatly impaired.
David Komline
- Published in print:
- 2020
- Published Online:
- September 2020
- ISBN:
- 9780190085155
- eISBN:
- 9780190085186
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190085155.003.0006
- Subject:
- Religion, Religion and Society, History of Christianity
This chapter narrates the Common School Awakening in Massachusetts, homing in on a pivotal figure whose role in the awakening has been underestimated: Charles Brooks, a Unitarian minister whose ...
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This chapter narrates the Common School Awakening in Massachusetts, homing in on a pivotal figure whose role in the awakening has been underestimated: Charles Brooks, a Unitarian minister whose travels to Europe inspired him to begin a campaign to introduce Prussian reforms to American schools. The chapter follows Brooks from the beginning of his career to 1840, when he resigned from his clerical post after having helped introduce two key institutions into the Massachusetts educational bureaucracy, the board of education with its secretary and state-sponsored normal schools. The chapter focuses on the broad religious consensus that Brooks relied upon in his campaign.Less
This chapter narrates the Common School Awakening in Massachusetts, homing in on a pivotal figure whose role in the awakening has been underestimated: Charles Brooks, a Unitarian minister whose travels to Europe inspired him to begin a campaign to introduce Prussian reforms to American schools. The chapter follows Brooks from the beginning of his career to 1840, when he resigned from his clerical post after having helped introduce two key institutions into the Massachusetts educational bureaucracy, the board of education with its secretary and state-sponsored normal schools. The chapter focuses on the broad religious consensus that Brooks relied upon in his campaign.
Hilary Green
- Published in print:
- 2016
- Published Online:
- September 2016
- ISBN:
- 9780823270118
- eISBN:
- 9780823270156
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823270118.001.0001
- Subject:
- History, American History: Civil War
This study examines the ways in which black Richmonders, black Mobilians and their white allies created, developed and sustained a system of African American schools following the Civil War. As ...
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This study examines the ways in which black Richmonders, black Mobilians and their white allies created, developed and sustained a system of African American schools following the Civil War. As partners and circumstances changed over the twenty-five year period, Green argues that urban African Americans never lost sight of their vision of citizenship in their struggle for educational access and legitimacy; and consequently, they successfully enshrined the African American schoolhouse as the fundamental vehicle for distancing themselves from their slave past. The African American schoolhouse embodied black Richmonders’ and black Mobilians’ participation in the redefinition of American citizenship and transformation of the physical landscape wrought by Confederate defeat. Green contends that the end of Freedmen’s Bureau resulted in the expansion and not contraction of African American education. By demanding quality public schools from their new city and state partners, black Richmonders and black Mobilians found additional success through the employment of African American teachers, creation of normal schools, and development of a robust curriculum. Ultimately, Green concludes that their collective inability to resolve school funding challenges resulted in the demise of Educational Reconstruction and the ushering of a new phase of African American education in 1890.Less
This study examines the ways in which black Richmonders, black Mobilians and their white allies created, developed and sustained a system of African American schools following the Civil War. As partners and circumstances changed over the twenty-five year period, Green argues that urban African Americans never lost sight of their vision of citizenship in their struggle for educational access and legitimacy; and consequently, they successfully enshrined the African American schoolhouse as the fundamental vehicle for distancing themselves from their slave past. The African American schoolhouse embodied black Richmonders’ and black Mobilians’ participation in the redefinition of American citizenship and transformation of the physical landscape wrought by Confederate defeat. Green contends that the end of Freedmen’s Bureau resulted in the expansion and not contraction of African American education. By demanding quality public schools from their new city and state partners, black Richmonders and black Mobilians found additional success through the employment of African American teachers, creation of normal schools, and development of a robust curriculum. Ultimately, Green concludes that their collective inability to resolve school funding challenges resulted in the demise of Educational Reconstruction and the ushering of a new phase of African American education in 1890.
Sarah Anne Carter
- Published in print:
- 2018
- Published Online:
- August 2018
- ISBN:
- 9780190225032
- eISBN:
- 9780190908317
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190225032.003.0003
- Subject:
- History, American History: 19th Century, Cultural History
This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a ...
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This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom implementations help to explain what this practice actually looked like and what it meant for the ways students and teachers understood the material world. It also considers the ways object lessons could be used for instruction in composition and historical writing as well as moral training.Less
This chapter examines what happened when object lessons were implemented in the United States, particularly through the development of the Oswego Normal School in New York. E. A. Sheldon developed a rigorous curriculum based on the work of M. E. M. Jones and Elizabeth Mayo that trained pupil-teachers to give object lesson. The intent was to train students how to think and observe rather than to rely on students’ rote memorization of knowledge. His work transformed Oswego into the center of object teaching in the 1860s. Critiques of the practice at Oswego as well as the details of its classroom implementations help to explain what this practice actually looked like and what it meant for the ways students and teachers understood the material world. It also considers the ways object lessons could be used for instruction in composition and historical writing as well as moral training.
Sarah Anne Carter
- Published in print:
- 2018
- Published Online:
- August 2018
- ISBN:
- 9780190225032
- eISBN:
- 9780190908317
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190225032.003.0005
- Subject:
- History, American History: 19th Century, Cultural History
This chapter considers the racial implications of object-based pedagogy at the Hampton Normal and Agricultural Institute in Virginia. At Hampton, African American and Native American students were ...
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This chapter considers the racial implications of object-based pedagogy at the Hampton Normal and Agricultural Institute in Virginia. At Hampton, African American and Native American students were taught via a variation of object lessons and were referred to as living object lessons. At Hampton, this metaphor was employed to argue for the economic and political citizenship of its graduates and other educated African Americans and Native Americans, based on their appearances rather than their inherent civil rights. Object lessons were closely related to the school’s manual labor philosophy. This allowed the approach to be adapted for young children attending Hampton’s practice schools as well as for its own students. For example, the Kitchen Garden, a variation of object lessons organized around manual training and modeled on kindergarten, trained young children to become domestics. This chapter employs the photographs of Frances Benjamin Johnston, among other historical sources, to explore these topics.Less
This chapter considers the racial implications of object-based pedagogy at the Hampton Normal and Agricultural Institute in Virginia. At Hampton, African American and Native American students were taught via a variation of object lessons and were referred to as living object lessons. At Hampton, this metaphor was employed to argue for the economic and political citizenship of its graduates and other educated African Americans and Native Americans, based on their appearances rather than their inherent civil rights. Object lessons were closely related to the school’s manual labor philosophy. This allowed the approach to be adapted for young children attending Hampton’s practice schools as well as for its own students. For example, the Kitchen Garden, a variation of object lessons organized around manual training and modeled on kindergarten, trained young children to become domestics. This chapter employs the photographs of Frances Benjamin Johnston, among other historical sources, to explore these topics.
Geoffrey J. Martin
- Published in print:
- 2015
- Published Online:
- August 2015
- ISBN:
- 9780195336023
- eISBN:
- 9780190269920
- Item type:
- book
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195336023.001.0001
- Subject:
- History, American History: 20th Century, History of Science, Technology, and Medicine
Commencing in the 1820’s, American scholars took learning in Germany. There they confronted forms of geography in the universities, and learned of the normal school tradition. Upon their return to ...
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Commencing in the 1820’s, American scholars took learning in Germany. There they confronted forms of geography in the universities, and learned of the normal school tradition. Upon their return to North America the normal school was introduced and with it came an early and simplistic variety of geography. Gradually courses geographic in nature began to emerge from the geology offering. Binomial departments, geology-geography, began to emerge. Early content of the geographic offering included delimitation of both the physiographic province and the geographic region. Then came study of economic geography, and development of environmentalism. The 14-18 war involved geography and geographers both on the battlefield and in negotiations with other delegations for the terms of peace. Then the AGS completed a map of Hispanic America (1—1 million) prior to 1945. The Society also made an extended study of the pioneer fringe and pioneer belts in the context of establishing a science of settlement, all of which had relevance for the redistribution of displaced persons resultant to World War II. It was in the 1920’s that both ecologic and political factors began earnestly to create individual genres of the geographic, all of which encouraged Bowman, and more especially R. Hartshorne to write books concerning the nature of geography. Substantial numbers of geographers were employed in World War II, largely in OSS. While in Washington DC, many active geographers who were not AAG members felt disenfranchised. Rigorous competitive activity on their part led to amalgamation of two organizations, the Association of American Geographers and the American Society for Professional Geographers. Then came a renewed quest for definition of the field. “Envoi” concludes the work with guidance to a multiplicity of archival holdings, their lodgment, extent and significance.Less
Commencing in the 1820’s, American scholars took learning in Germany. There they confronted forms of geography in the universities, and learned of the normal school tradition. Upon their return to North America the normal school was introduced and with it came an early and simplistic variety of geography. Gradually courses geographic in nature began to emerge from the geology offering. Binomial departments, geology-geography, began to emerge. Early content of the geographic offering included delimitation of both the physiographic province and the geographic region. Then came study of economic geography, and development of environmentalism. The 14-18 war involved geography and geographers both on the battlefield and in negotiations with other delegations for the terms of peace. Then the AGS completed a map of Hispanic America (1—1 million) prior to 1945. The Society also made an extended study of the pioneer fringe and pioneer belts in the context of establishing a science of settlement, all of which had relevance for the redistribution of displaced persons resultant to World War II. It was in the 1920’s that both ecologic and political factors began earnestly to create individual genres of the geographic, all of which encouraged Bowman, and more especially R. Hartshorne to write books concerning the nature of geography. Substantial numbers of geographers were employed in World War II, largely in OSS. While in Washington DC, many active geographers who were not AAG members felt disenfranchised. Rigorous competitive activity on their part led to amalgamation of two organizations, the Association of American Geographers and the American Society for Professional Geographers. Then came a renewed quest for definition of the field. “Envoi” concludes the work with guidance to a multiplicity of archival holdings, their lodgment, extent and significance.
Gordon B. McKinney
- Published in print:
- 2012
- Published Online:
- May 2013
- ISBN:
- 9780813140872
- eISBN:
- 9780813141367
- Item type:
- chapter
- Publisher:
- University Press of Kentucky
- DOI:
- 10.5810/kentucky/9780813140872.003.0004
- Subject:
- History, American History: 19th Century
Capitalizing on his reputation as a war hero, Blair established a lucrative business securing pensions for veterans and their dependents. He served three terms in the state legislature where he ...
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Capitalizing on his reputation as a war hero, Blair established a lucrative business securing pensions for veterans and their dependents. He served three terms in the state legislature where he actively supported improvements in public education and greater rights for women. As a lobbyist, he headed the effort to locate the new normal school in Plymouth, New Hampshire.Less
Capitalizing on his reputation as a war hero, Blair established a lucrative business securing pensions for veterans and their dependents. He served three terms in the state legislature where he actively supported improvements in public education and greater rights for women. As a lobbyist, he headed the effort to locate the new normal school in Plymouth, New Hampshire.
Elisabeth Petry
- Published in print:
- 2012
- Published Online:
- March 2014
- ISBN:
- 9781617033209
- eISBN:
- 9781617030680
- Item type:
- chapter
- Publisher:
- University Press of Mississippi
- DOI:
- 10.14325/mississippi/9781617033209.003.0004
- Subject:
- Literature, African-American Literature
This chapter focuses on Harriet Georgiana James and her correspondence. Harriet, born on May 10, 1879, died of consumption before the age of twenty-three. Consumption had begun to ravage her lungs ...
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This chapter focuses on Harriet Georgiana James and her correspondence. Harriet, born on May 10, 1879, died of consumption before the age of twenty-three. Consumption had begun to ravage her lungs even before she arrived at Hampton Institute and Normal School, but she remained “cheerful, hopeful, and ambitious, she did not seem to see the dark side of her illness at all.”Less
This chapter focuses on Harriet Georgiana James and her correspondence. Harriet, born on May 10, 1879, died of consumption before the age of twenty-three. Consumption had begun to ravage her lungs even before she arrived at Hampton Institute and Normal School, but she remained “cheerful, hopeful, and ambitious, she did not seem to see the dark side of her illness at all.”
Paek Namun
- Published in print:
- 2013
- Published Online:
- November 2016
- ISBN:
- 9780824838218
- eISBN:
- 9780824871062
- Item type:
- chapter
- Publisher:
- University of Hawai'i Press
- DOI:
- 10.21313/hawaii/9780824838218.003.0006
- Subject:
- Society and Culture, Asian Studies
This chapter narrates the life of Paek Namun. He was born on February 11, 1894, in Kochʻang County, North Chŏlla Province. He began his formal education at the Suwŏn School of Agriculture and ...
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This chapter narrates the life of Paek Namun. He was born on February 11, 1894, in Kochʻang County, North Chŏlla Province. He began his formal education at the Suwŏn School of Agriculture and Forestry (Suwŏn Nongnim Hakkyo). After graduating in 1915, he taught for a time at the Kanghwa Public Normal School (Kanghwa Kongnip Potʻong Hakkyo) before resigning in 1918 to resume his studies. He had co-established the Society for the Study of the Korean Economy (Chosŏn Kyŏngje Hakhoe) in and became active as a public intellectual by publishing in newspapers and journals. Immediately after Korea's liberation, Paek established the Korean Academy of Sciences (Chosŏn Haksurwŏn), which would become a politically neutral research organization that aimed to shape national policy and construct an autonomous national culture.Less
This chapter narrates the life of Paek Namun. He was born on February 11, 1894, in Kochʻang County, North Chŏlla Province. He began his formal education at the Suwŏn School of Agriculture and Forestry (Suwŏn Nongnim Hakkyo). After graduating in 1915, he taught for a time at the Kanghwa Public Normal School (Kanghwa Kongnip Potʻong Hakkyo) before resigning in 1918 to resume his studies. He had co-established the Society for the Study of the Korean Economy (Chosŏn Kyŏngje Hakhoe) in and became active as a public intellectual by publishing in newspapers and journals. Immediately after Korea's liberation, Paek established the Korean Academy of Sciences (Chosŏn Haksurwŏn), which would become a politically neutral research organization that aimed to shape national policy and construct an autonomous national culture.
