DOCSLIB.ORG

Technology and Educational Reform in Early America. Thomas Knight Shotwell Louisiana State University and Agricultural & Mechanical College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Technology and Educational Reform in Early America. Thomas Knight Shotwell Louisiana State University and Agricultural & Mechanical College Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1965 Technology and Educational Reform in Early America. Thomas Knight Shotwell Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Shotwell, Thomas Knight, "Technology and Educational Reform in Early America." (1965). LSU Historical Dissertations and Theses. 1091. https://digitalcommons.lsu.edu/gradschool_disstheses/1091 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. This dissertation has been microfilmed exactly as received 66-7 4 7 SHOTWE LL, Thomas Knight, 1934- TECHNO IjOGY a n d educational r e f o r m IN EARLY AMERICA. Louisiana State University, Ph.D., 1965 Education, history University Microfilms, Inc., Ann Arbor, Michigan copyright by THOMAS KNIGHT SHOTWELL 1966 TECHNOLOGY AND EDUCATIONAL REFORM IN EARLY AMERICA A Dissertation Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Doctor of Philosophy in The Department of Vocational Agricultural Education by Thomas Knight Shotvell B. S., Texas A & M University, 1955 M. Ed., Texas A & M University, 1959 August, 1965 ACKNOWLEDGMENT The writer wishes to express sincere appreciation to Dr. C. M. Curtis, chairman of his graduate committee, for the assis­ tance and guidance given throughout the study and the preparation of the manuscript. Also, thanks go to Drs. C. L. Mondart, Anthony Mumphrey, J. H. Hutchinson, and Lynn Pesson for their helpful sug­ gestions during the preparation of the manuscript. No adequate acknowledgment can be made to the many librar­ ians who made this work possible; however, particular recognition is due the reference personnel and inter-library loan personnel at Louisiana State University, Texas A & M University, and the University of Texas. Acknowledgment is also made to Mrs. Clara Huggett for her assistance in editing the manuscript. ii TABLE OF CONTENTS Page ACKNOWLEDGMENT.................................................... ii LIST OF ILLUSTRATIONS.............................................. vii ABSTRACT ........................................................... viii CHAPTER I. INTRODUCTION.............................................. 1 American Education: The Critical Point . ......... 2 Vocational Education and Technology ................ 3 Science and Technology .............................. 3 The Character of Science.................... 4 Social Change and Adjustment......................... 6 Science and the Common M a n ......................... 7 American Science and Technology ..................... 8 Agriculture and Engineering ......................... 9 The Rise of Interest in Technology.................. 11 The P r o b l e m ............................................ 12 Definition of the Problem ........................... 13 Statement of Objectives .............................. 14 Outline of Research Procedure ....................... 15 II. THE EARLY SCIENCE ....................................... 17 S c i e n c e ................................................ 17 Backgrounds............................................ 18 The Heritage from the Sixteenth and Seventeenth C en t u r i e s ........................................... 20 Science in the Eighteenth Century .................. 22 Scientific Progress .................................. 24 The American and French Revolutions ................ 26 III. SOME BACKGROUNDS OF TECHNOLOGY IN EDUCATION......... 29 More, Rabelais, Leibnitz.............................. 29 Budd and F r a n k l i n ..................................... 32 Columbia University's Program ....................... 34 The Agricultural E m p h a s i s ........... 35 Foundations and Endowments............................ 37 Educational Plans of Revolutionary America......... 39 The American Dream. ...................... 41 iii CHAPTER Page IV. AGRICULTURAL SCIENCE....................................... 44 Sir Humphrey Davy and Other Agricultural Scientists . 45 Some Problems ..................................... 50 Spreading of Reform ..................................... 53 V. THE EDUCATIONAL WORK OF PHILIPP EMANUEL VON FELLENBERG. 56 The School................................................ 59 The Poor S c h o o l ......................................... 60 Other Schools ........... ............................. 62 The Collapse of Hofwyl.................................. 62 Fellenberg's Impact on America............... 63 Josiah Holbrook ......................................... 65 Others..................................................... 68 Fellenberg's Personal Relations with America. .... 70 The Manual Labor I d e a .................................. 72 The Long Range Effects.................................. 73 Americans at H o f w y l ..................................... 75 Fellenberg's Influence in Other Countries ............. 76 S u m m a r y .................................................. 77 VI. THE MANUAL LABOR MOVEMENT IN AMERICAN EDUCATION .... 79 The Manual Labor Society. ....................... 81 Secular and Religious Aspects ......................... 85 The D e c l i n e .............................................. 86 VII. THE GARDINER L Y C E U M ....................................... 90 Some Backgrounds......................................... 90 Robert Hallowell Gardiner .............................. 91 Founding the Lyceum ..................................... 96 The Manual Labor School at Readfield.................. 100 Other Happenings.................... .................... 102 Gardiner's Philanthropy ................................ 106 The Curriculum at the Lyceum........................... 107 Gardiner's Donations. ................ ..... 110 The Failure ....................................... Ill The Broader P i c t u r e ..................................... 114 VIII. THE NEW HARMONY MOVEMENT.................................. 116 The New J e r u s a l e m ....................................... 116 Maclure's Meeting with N e e f ........................... 118 The Plan. ....................................... 120 The C l a s s e s .............................................. 120 Lack of Criticism ....................................... 124 The Long Range Effects of New H a r m o n y ................ 125 iv MILITARY SCIENTIFIC EDUCATION West Point ........................................... Partridge ........................................... 130 Neef's Military Training ........................... 131 An Overview........................................... 132 THE UNIVERSITY OF VIRGINIA ........................... 135 Funds.................................................. 137 Religious Trouble .................................. 137 The Influence......................................... 139 AGRICULTURAL EDUCATION IN SOUTH CAROLINA ........... 141 The Lethe Agricultural Seminary.................... 141 The Pendleton School ................................ 143 Other Agricultural Interests ....................... 143 THE RENSSELAER SCHOOL ................................ 146 Some Backgrounds........... ........................ 146 Eaton's Early Years.................................. 146 Stephen Van Rensselaer .............................. 149 The School at Troy.. ......................... 152 The First Students .................................. 153 The Question of Originality......................... 154 The Early Years .................................... 158 Religion and the School.............................. 158 The School's Influence on Technology .............. 159 Cultural and Philosophical Influences on Eaton . 160 SUMMARY AND CONCLUSIONS................................ 163 General................................................ 163 The Terminology....................................... 163 Division into Schools................................ 164 About the Origins.................................... 165 Subsequent Events.................................... 166 Some Other General Points........................... 167 Gardiner Lyceum .................................... 169 Miscellaneous......................................... 170 Some Limitations............................. 170 Higher Education .................................... 172 v Page BIBLIOGRAPHICAL NOTE................................................ 173 BIBLIOGRAPHY......................................................... 180 VITA.................................................................. 199 vi LIST OF ILLUSTRATIONS Sir John Sinclair........... ............... 46 Title Page of Code of Agriculture......... 47 Pyramid of Agricultural Inquiries......... 48 Josiah Holbrook.............................. 67 Title Page of Weld's Annual Report . 84 Robert Hallowell Gardiner........... 93 Gardiner Lyceum.............................. 101 William Maclure and the New Harmony School 122 Title Page of Joseph Neef's First Book . 123 Amos Eaton .................................. 148 Stephen Van Rensselaer ..................... 151 Rensselaer School, 1825 .................. 156 vii ABSTRACT The sociological and philosophical
Load more

Recommended publications
  • Julie Reuben, Intellectual Transformation and the Marginalization of Morality (Chicago: University of Chicago, 1996) 176-210
    CHAPTER FOUR THE CIVIC IMPACT OF RHETORIC As described in the previous chapter, Porter, Eliot, and Wilson’s commitments to public life are preliminary indications of how committed they were to civic education. However, public spirit only elucidates one dimension of civic education. If education is to be truly civic it must ensure that students not only learn to associate in public but that they also use this public association to engage in evaluative or normative conversation. Furthermore, civic education will be more likely to succeed in this regard if it convinces students that these normative evaluative conversations are aesthetically interesting and worth participating in. In this chapter I look at these normative and aesthetic dimensions of civic education. In particular, I ask two questions. First, did the educators’ actions and ideology inhibit political conversation by neglecting normative and evaluative issues? And secondly, did their actions serve to create a type of normative conversation that would be sufficiently interesting so as to draw students into the political arena? The theoretical problems in answering the first question are not insurmountable as long as some attention is paid to the amorphous boundary between fact and value, and description and prescription. As other historians of the social sciences have argued,1 the distinction between normative and non-normative scholarship is a legacy of the 1920's. Prior to this time, contemporaries understood the unveiling of factual truth as a process that would corroborate normative truths. Given that pre 1920 scholars had not yet begun to distinguish fact and value with as much assiduousness as later social scientists, one needs to be careful in describing the emphasis on fact or on objectivity, and the concurrent decline in moral philosophy courses that overtly dealt 1 Julie Reuben, Intellectual Transformation and the Marginalization of Morality (Chicago: University of Chicago, 1996) 176-210.
    [Show full text]
  • Francis Wayland and the Evangelical Conscience
    Georgia State University ScholarWorks @ Georgia State University History Dissertations Department of History 7-18-2008 God and Slavery in America: Francis Wayland and the Evangelical Conscience Matthew S. Hill Follow this and additional works at: https://scholarworks.gsu.edu/history_diss Part of the History Commons Recommended Citation Hill, Matthew S., "God and Slavery in America: Francis Wayland and the Evangelical Conscience." Dissertation, Georgia State University, 2008. https://scholarworks.gsu.edu/history_diss/10 This Dissertation is brought to you for free and open access by the Department of History at ScholarWorks @ Georgia State University. It has been accepted for inclusion in History Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. GOD AND SLAVERY IN AMERICA: FRANCIS WAYLAND AND THE EVANGELICAL CONSCIENCE by MATTHEW S. HILL Under the Direction of Dr. Wendy H. Venet ABSTRACT The work examines the antislavery writings of Francis Wayland (1796-1865). Wayland pastored churches in Boston and Providence, but he left his indelible mark as the fourth and twenty-eight year president of Brown University (1827-1855). The author of numerous works on moral science, economics, philosophy, education, and the Baptist denomination, his administration marked a transitional stage in the emergence of American colleges from a classically oriented curriculum to an educational philosophy based on science and modern languages. Wayland left an enduring legacy at Brown, but it was his antislavery writings that brought him the most notoriety and controversy. Developed throughout his writings, rather than systematically in a major work, his antislavery views were shaped and tested in the political and intellectual climate of the antebellum world in which he lived.
    [Show full text]
  • Government and Taxation During The
    THE PERCEIVED POWER: GOVERNMENT AND TAXATION DURING THE AMERICAN CIVIL WAR A Dissertation by JANE FLAHERTY Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2005 Major Subject: History THE PERCEIVED POWER: GOVERNMENT AND TAXATION DURING THE AMERICAN CIVIL WAR A Dissertation by JANE FLAHERTY Submitted to the Office of Graduate Studies of Texas A&M University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Approved by: Chair of Committee, Harold C. Livesay Committee Members, Thomas Dunlap Henry C. Schmidt Pamela Matthews Head of Department, Walter Buenger December 2005 Major Subject: History iii ABSTRACT The Perceived Power: Government and Taxation during the American Civil War. (December 2005) Jane Flaherty, B.A., Boston University; M.A., Texas A&M University Chair of Advisory Committee: Dr. Harold C. Livesay This dissertation examines how the internal revenue legislation enacted during the American Civil War fostered a new role for government in society. The delegates to the 1787 Constitutional Convention constructed a system of fiscal federalism for the United States. The national government relied on indirect taxes, particularly customs duties, as its primary source of revenue. Concurrently, the states developed an array of unique financing strategies, including taxing citizens directly. The dire need for war funds compelled this “unperceived” government to expand beyond the constraints imposed by this antebellum fiscal structure. Through my research, I found that the taxes imposed during the war represent an attempt to cope with a financial crisis, rather than impart a particular preconceived agenda.
    [Show full text]
  • VOL. XXIX. No. 24. Phillips Academy, Andover, Mass.I Wednesday, January 15, 1907
    ':: II I VOL. XXIX. No. 24. Phillips Academy, Andover, Mass.i Wednesday, January 15, 1907. Price 5 Cents PRESIDENT ELIOT Dramatic Clubi Rehearsals. "AGGIES" DEFEATED Calendar MIRROR CONTENTS President .Elot. of Harvard, Spoke at Rehearsals for the performance Andover Easily Won' Prom Connecti- TODAY The January Number of the Mirror is ·Vesper Serviceof the Academy the cut "Agies" by the Score .- Special gymnasium class to be Issued on ueday o munday.Afternoon of Their Fi'rst Dinner" by the of 4-o Next Week P,'_ *-SD - ,E . Dramatic~ Club on Jan. 22, at the for track and baseball. Last Sunday' 'afternoon the Town Hall will. be as follows: Andover easily'won her second 2.45 -Baseball practice. The January issue of the Mirror students of Phillips Academy and Wednesday -6.45-8.00 'in the basketball game, of the season by 3.30-Hockey game with Ar- will be issued on Tuesday and a-.large number of the people of Archaeology Building. defeating the Connecticut Agri- lington High at Andover. will contain the usual number of Andover-enjoyed the 'rare oppor- ' Thursday- 7.00oo-8.00 in the cultural College team Saturday 5.00'-Gymnasium team. articles. The editors regret that ' tunity.of. hearing Pres. Eliot, of Archaeology Building. night.' The scorewas.46-io.,. At THURSDAY the new cover will not be able to - Harvard University..speak in the Friday-7.oo-800 in. the'Arch- no period of the game did the 4 - Practice on board track. be printed this month s it has 4.t `~~ ""~ ~'·- not yet been completed.
    [Show full text]
  • The Founding Fathers of the Iowa Agricultural College and Model
    Collections and Technical Services Publications and Collections and Technical Services Papers 2013 Four Men with a Vision: The oundinF g Fathers of the Iowa Agricultural College and Model Farm and Cornell University Edward A. Goedeken Iowa State University, [email protected] Follow this and additional works at: http://lib.dr.iastate.edu/libcat_pubs Part of the Archival Science Commons, Higher Education Commons, Information Literacy Commons, and the Public History Commons The ompc lete bibliographic information for this item can be found at http://lib.dr.iastate.edu/ libcat_pubs/67. For information on how to cite this item, please visit http://lib.dr.iastate.edu/ howtocite.html. This Article is brought to you for free and open access by the Collections and Technical Services at Iowa State University Digital Repository. It has been accepted for inclusion in Collections and Technical Services Publications and Papers by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Four Men with a Vision: The oundinF g Fathers of the Iowa Agricultural College and Model Farm and Cornell University Abstract When a casual visitor strolls today across the sprawling campuses of the universities of Iowa State and Cornell, they may find it ah rd to believe that 150 years ago Iowa State consisted of a small handful of buildings and Cornell did not exist at all. That two such remarkable and well-known schools of higher learning even exist at all represents a story both stirring and complex that developed over the course of the early nineteenth century cumulating in the passage of the 1862 Morrill Land Grant Act.
    [Show full text]
  • A Bibliography of James Russell Lowell
    BOUGHT WITH THE INCOME FROM THE SAGE ENDOWMENT FUND THE GIFT OF 1891 AlO.?^¥:^ L 'j.iJ..if!{Dk 7673-2 Cornell University Library Z8521 .C77 Bibliography,.olJ,ames,,Rffise};^ 3 1924 029 629 668 olin The original of tliis book is in tlie Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http ://www. arch i ve . o rg/detai Is/cu31 924029629668 Mjii^ A BIBLIOGRAPHY OF JAMES EUSSELL LOWELL COMPILED BY GEORGE WILLIS COOKE BOSTON AND NEW YORK HOUGHTON MIFFLIN AND COMPANY MDCCCCVI iLi COPTBIGHT 1906 BY HOUGHTON MIFFLIN & CO. ALL EIGHTS KESEKVED FIVE HUNDRED AND THIETY COPIES FEINTED NUMBEE J'/^ TABLE OF CONTENTS Preface vii Chronological List of Lowell's Works . 3 Bibliographies of Lowell .... 5 Alphabetical List of Single Titles ... 7 Chronological List of Separate Works and EnmoNS 72 Collected Works 162 Selections and Compilations .... 161 Works Edited by Lowell .... 170 Addresses and Speeches 174 Biographies, Letters, Reminiscences . 180 Notices and Criticisms 187 Manuscripts 207 PREFACE An attempt has been made in this book to give a complete list of Lowell's writings, and a se- lected list of what is most important that has been said about him, for the use of students, librarians, collectors, and others. No one who has any idea of what such a work implies in its preparation can anticipate that it will be complete in every par- ticular or free from errors. The compiler has tried to avoid unnecessary blunders, and to make his work a helpful guide to those who may need it.
    [Show full text]
  • KINNISON, William Andrew, 1932- the IMPACT of the MORRILL ACT on HIGHER EDUCATION in OHIO
    This dissertation has been microfilmed exactly as received 6 8-3005 KINNISON, William Andrew, 1932- THE IMPACT OF THE MORRILL ACT ON HIGHER EDUCATION IN OHIO. (PARTS I-IH). The Ohio State University, Ph.D., 1967 Education, history University Microfilms, Inc., Ann Arbor, Michigan © Copyright William Andrew Kinnison 1968 THE IMPACT OF THE MORRILL ACT ON HIGHER EDUCATION IN OHIO DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By William Andrew Kinnison, B.A. , B.S. in Ed., M.S. ***** The Ohio State University 1967 Approved by Ca Adviser School of Education ACKNOWLEDGMENTS Every writer is indebted to a great many persons whose efforts and counsel make his own work possible. The host of scholars to whom this writer is indebted is acknowledged in the notes to the text and in the bibliography. In addition, Mr. Bruce Harding and his staff at The Ohio State University Archives, Mrs. Ruth Ballenger and the staff of the Hayes Memorial Library at Fremont, Ohio, and the staffs of The Ohio State University Library, and the Ohio Historical Society Library were of great assistance in facilitating the research for this study, and the writer feels greatly indebted to them. Particular thanks must be expressed to a doctoral committee of wide and varied experience and background, the members of which effectively evaluated this project with a broad range of perspectives. John W. Gustad, Professor of Psychology and Associate Dean of the College of Arts and Sciences, brought the observations of the trained researcher and the experienced administrator to bear upon the historical thesis here presented.
    [Show full text]
  • MALE USE of a FEMALE PSEUDONYM in NINETEENTH-CENTURY BRITISH and AMERICAN LITERATURE Heather Anne Hannah
    MALE USE OF A FEMALE PSEUDONYM IN NINETEENTH-CENTURY BRITISH AND AMERICAN LITERATURE Heather Anne Hannah BA English and Comparative Literature BA Communication and Cultural Studies BA Philosophy BA History (Hons1) This thesis is presented for the degree of Doctor of Philosophy Murdoch University 2018 Declaration I declare that this thesis is my own account of my research. It contains as its main content work which has not previously been submitted for a degree at any tertiary education institution. Heather Anne Hannah ii Abstract During the nineteenth century, male writers in Britain and the United States of America used female pseudonyms much more frequently than is recognised today. The historically accepted understanding is that nineteenth- century women, not men, used cross-gender pseudonyms, a viewpoint commonly justified on the basis of presumed gender discrimination. However, previous historians and scholars have written very little about the male use of the female pseudonym in men’s authorship of literary genres. Drawing on theories of masculinity and its construction in specific historical contexts, my thesis shows why, between 1800 and 1919, increasing numbers of male writers in Britain and America authored texts under female pseudonyms, categorised by the genres of romantic fiction, juvenile literature, periodical contributions, and poetry. Histories of masculinity offer a context in which to consider how the cultural power of gendered expectations helps make sense of the male use of the female pseudonym. The insight – that male use of the female pseudonym is symptomatic of the limiting strictures of conventionally gendered boundaries in the social, professional and domestic realms – informs my thesis.
    [Show full text]