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The Elective System Or Prescribed Curriculum: the Controversy in American Higher Education
DOCUMENT RESUME ED 471 740 HE 035 573 AUTHOR Denham, Thomas J. TITLE The Elective System or Prescribed Curriculum: The Controversy in American Higher Education. PUB DATE 2002-08-00 NOTE 17p. PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC01 Plus Postage. DESCRIPTORS *Curriculum Development; *Educational History; Educational Trends; *Elective Courses; *Higher Education; *Required Courses IDENTIFIERS *United States ABSTRACT This paper traces the development of curriculum in higher education in the United States. A classical education based on the seven liberal arts was the basis of the curriculum for the early colonial colleges. In its earliest days, the curriculum was relevant to the preparation of students for the professions of the period. Over time, the curriculum evolved and was adapted to correspond to trends in U.S. society, but the colleges did not change the curriculum without intense debate and grave reservations. The tension between a prescribed course of study and the elective principle has cycled through the history of U.S. higher education. The elective system was both a creative and destructive educational development in the post-Civil War era. Eventually, the curriculum changed to a parallel course of study: the traditional classical education and the more modern, practical program. By the end of the 19th century, the U.S. curriculum had evolved into a flexible and diverse wealth of courses well beyond the scope of the colonial curriculum. This evolution moved the university into the mainstream of U.S. life. The debate over prescribed curriculum versus electives continues to generate lively discussion today. (Contains 12 references.)(SLD) THE ELECTIVE SYSTEM OR PRESCRIBED CURRICULUM: THE CONTROVERSY IN AMERICAN HIGHER EDUCATION Emergence of Higher Education in America Thomas J. -
Edward Channing's Writing Revolution: Composition Prehistory at Harvard
University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Spring 2017 EDWARD CHANNING’S WRITING REVOLUTION: COMPOSITION PREHISTORY AT HARVARD, 1819-1851 Bradfield dwarE d Dittrich University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Dittrich, Bradfield dwarE d, "EDWARD CHANNING’S WRITING REVOLUTION: COMPOSITION PREHISTORY AT HARVARD, 1819-1851" (2017). Doctoral Dissertations. 163. https://scholars.unh.edu/dissertation/163 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. EDWARD CHANNING’S WRITING REVOLUTION: COMPOSITION PREHISTORY AT HARVARD, 1819-1851 BY BRADFIELD E. DITTRICH B.A. St. Mary’s College of Maryland, 2003 M.A. Salisbury University, 2009 DISSERTATION Submitted to the University of New Hampshire in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in English May 2017 ii ALL RIGHTS RESERVED ©2017 Bradfield E. Dittrich iii EDWARD CHANNING’S WRITING REVOLUTION: COMPOSITION PREHISTORY AT HARVARD, 1819-1851 BY BRADFIELD E. DITTRICH This dissertation has been has been examined and approved by: Dissertation Chair, Christina Ortmeier-Hooper, Associate Professor of English Thomas Newkirk, Professor Emeritus of English Cristy Beemer, Associate Professor of English Marcos DelHierro, Assistant Professor of English Alecia Magnifico, Assistant Professor of English On April 7, 2017 Original approval signatures are on file with the University of New Hampshire Graduate School. -
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Leonard M. Rieser '44 Provost and Dean of the Faculty Emeritus
Leonard M. Rieser ’44 Provost and Dean of the Faculty Emeritus An Interview Conducted by Jane Carroll Hanover, NH August 15 and 28, and October 22, 1996 Phonotape Nos. 1176 R547/1–5 Special Collections Dartmouth College Hanover, New Hampshire Leonard Rieser Interview INTERVIEW: Leonard Rieser INTERVIEWED BY: Jane Carroll PLACE: Leonard Rieser’s office Hanover, NH DATE: August 16, 1996 CARROLL: Today is the 16th of August 1996, and I’m speaking with former Provost and Dean of the Faculty Leonard Rieser here in his office in Hanover, New Hampshire. I was curious when you first came to Dartmouth. That was 1940? RIESER: As an undergraduate. CARROLL: As an undergraduate. How did you choose Dartmouth? RIESER: Your question’s very perceptive, as you’ll see from your answer. It was certainly my intention to go to Harvard, and my family’s intention; and as late as July of 1940 I was sitting at the camp where I was a counselor, talking to a friend with whom I planned to room in freshman dorms. We were picking a room. And I had a phone call from my home that a telegram had come saying something about “Harvard is sorry, but your score on your recent English exam meant that you would have to wait a year to come to Harvard.” That set in motion a search for an alternative. In retrospect, I’m surprised that I wasn’t more discouraged by that, or depressed, but it’s because I really hadn’t thought much about alternatives. I may have, earlier, applied to Reed College, I don’t remember, or whether I did it then. -
Ernest Fox Nichols
NATIONAL ACADEMY OF SCIENCES E R N E S T F O X N ICHOLS 1869—1924 A Biographical Memoir by E . L . NICHOLS Any opinions expressed in this memoir are those of the author(s) and do not necessarily reflect the views of the National Academy of Sciences. Biographical Memoir COPYRIGHT 1929 NATIONAL ACADEMY OF SCIENCES WASHINGTON D.C. ERNEST FOX NICHOLS BY R. L. NICHOLS One winter evening in the year 1885 the present writer lec- tured at the Kansas Agricultural College. It was an illustrated talk on experimental physics to students who thronged the col- lege chapel. Some three years later, when that event had passed into the realm of things half forgotten, two young men appeared at the physical laboratory of Cornell University. They ex- plained that they had been in the audience at Manhattan on the occasion just mentioned and had been so strongly interested that they had decided then and there to devote themselves to the study of physics. Now, having finished their undergrad- uate course they had come east to enter our graduate school. One of these two Kansas boys, both of whom were then quite unknown to the writer, was Ernest Fox Nichols. Nichols was born in Leavenworth, Kansas, on June 1. 1869. He was soon left parentless, a lonely boy but with means to help him obtain an education, and went to live with an uncle and aunt, Mr. and Mrs. Fox, of Manhattan, in that State. He was tall, fair, clear-eyed, of open countenance and winning smile, and there was that about him which once seen was never forgotten. -
The Temple Murals: the Life of Malcolm X by Florian Jenkins
THE TEMPLE MURALS: THE LIFE OF MALCOLM X BY FLORIAN JENKINS HOOD MUSEUM OF ART | CUTTER-SHABAZZ ACADEMIC AFFINITY HOUSE | DARTMOUTH COLLEGE PREFACE The Temple Murals: The Life of Malcolm X by Florian Arts at Dartmouth on January 25, 1965, just one month a bed of grass, his head lifted in contemplation; across Jenkins has been a Dartmouth College treasure for before his tragic assassination. Seven years later, the room, above the fireplace, his face appears in many forty years, and we are excited to reintroduce it with the students in the College’s Afro-American Society invited angles and perspectives, with colors that are not absolute publication of this brochure, the research that went into Jenkins to create a mural in their affinity house, which but nuanced, suggesting the subject’s inner mysteries its contents, and the new photographs of the murals that they had just rededicated as the El Hajj Malik El Shabazz and anxieties, reflecting our own. illustrate it. Painted during a five-month period in 1972 Temple, after the name and title that Malcolm X had The murals also point out how starkly we differ from in the Cutter-Shabazz affinity house at Dartmouth, the adopted in 1964 after returning from his pilgrimage in Malcolm, who is rendered in contrasts in color, especially mural speaks to a potent moment in American history, Mecca. Now under the care of the Hood Museum of Art, above the door threshold. A white-masked specter one connected to events both in the life of civil rights The Temple Murals are powerful works that remind us of stands behind a black gunman, holding the gun toward leader Malcolm X and the moment of Dartmouth history the strength of individual activist voices, which Jenkins Malcolm as a horrified, blurred-face bystander watches in which the mural was created. -
The Bride of Burton, Victory, and Other Poems
/ 'TTHIIE of the Middlesex 3ar. /. M!"//// /// d /■// A/s //>////• tiie BRIDE OF BURTON, VICTORY, OTHER POEMS. BY ROBERT B. CAVERLY. TWO VOLUMES. VOL. II. LOWELL, MASS: PRINTED BY STONE & HUSK. 1872. TS ya 7^ .C 7/I17 l?7l Entered, according to Act of Congress, in the year 1871, by ROBERT B. CAVERLY, In the office of the Librarian of Congress, at Washington. OHOCOKUA IS SLAIN. And ever since, from then to this, Not a breath of hope, nor breeze of bliss, Hath moved the woods of Burton. XX. Dark shadows came to chase the sun, The Indian hunter’s day was done, And the wood-lands wild were sighing; ’Tvwis then a shaft his heart had broken, Vengeance! the eternal fates betoken; Chocorua is dying. XXI. On that dread night and hitherto, The heavens let fall malarious dew, Far down these murky mountains; Not a flower in all the waste is known, The maple leaf is dry, half-grown, And death is in the fountains. 15 THE BRIDE OF BURTON. XXII. The moping owl hath ceased to hoot, The scrub oak falters at the root, And the snail is lank and weary; The fated fawn hath found his bed, Huge hawks, high flying, drop down dead Above that apex dreary. XXIII. Faded, the vales no fruits adorn, The hills are pale with poisoned corn, The flocks are lean, repining; No growth the panting pastures yield, And the staggering cattle roam the field, Forlorn, in death declining. XXIV. ’Tis thus we’re made the slaves of earth, Mope in miasmas, deep in dearth, Sad, from some bad beginning; 16 THEY COME IN THE CLOUDS. -
Classical Rhetoric in America During the Colonial and Early National Periods
University of New Hampshire University of New Hampshire Scholars' Repository Communication Scholarship Communication 9-2011 “Above all Greek, above all Roman Fame”: Classical Rhetoric in America during the Colonial and Early National Periods James M. Farrell University of New Hampshire, [email protected] Follow this and additional works at: https://scholars.unh.edu/comm_facpub Part of the Classical Literature and Philology Commons, Cultural History Commons, Liberal Studies Commons, Rhetoric Commons, and the United States History Commons Recommended Citation James M. Farrell, "'Above all Greek, above all Roman fame': Classical Rhetoric in America during the Colonial and Early National Periods," International Journal of the Classical Tradition 18:3, 415-436. This Article is brought to you for free and open access by the Communication at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Communication Scholarship by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. “Above all Greek, above all Roman Fame”: Classical Rhetoric in America during the Colonial and Early National Periods James M. Farrell University of New Hampshire The broad and profound influence of classical rhetoric in early America can be observed in both the academic study of that ancient discipline, and in the practical approaches to persuasion adopted by orators and writers in the colonial period, and during the early republic. Classical theoretical treatises on rhetoric enjoyed wide authority both in college curricula and in popular treatments of the art. Classical orators were imitated as models of republican virtue and oratorical style. Indeed, virtually every dimension of the political life of early America bears the imprint of a classical conception of public discourse. -
John Quincy Adams
“HE IS AN OLD ROUÉ WHO ... 1 MUST HAVE SULPHURIC ACID IN HIS TEA.” JOHN QUINCY ADAMS When this ex-President returned to Washington as a mere member of the South-dominated House of Representatives, representing the Plymouth district of Massachusetts, rather than retiring into safe and benign statesmanship, his passionate campaign to repeal the gag rule by which all petitions concerning slavery were being tabled without consideration led him to introduce the topic of disunion. From the floor arose the cry “Expel him! Expel him!” and a resolution was sponsored accusing this former President of the United States of America of — high treason. 1.According to Ralph Waldo Emerson. HDT WHAT? INDEX JOHN QUINCY ADAMS JOHN QUINCY ADAMS Our Fearless Leaders NAME BORN INAUGURATED EX OFFICIO DIED GEORGE WASHINGTON 1789 1792 JOHN ADAMS 1796 JULY 4, 1826 THOMAS JEFFERSON APRIL 13, 1743 1800 DITTO 1804 JAMES MADISON 1808 1812 JAMES MONROE 1816 1820 JOHN QUINCY ADAMS 1824 ANDREW JACKSON 1828 1832 MARTIN VAN BUREN 1836 WILLIAM HENRY HARRISON 1840 JOHN TYLER 1841 JAMES K. POLK 1844 ZACHARY TAYLOR 1848 FRANKLIN PEIRCE 1852 JAMES BUCHANAN 1856 ABRAHAM LINCOLN 1860 1864 HDT WHAT? INDEX JOHN QUINCY ADAMS JOHN QUINCY ADAMS Political Parties Then and Now ROUND 1 DEMOCRATIC REPUBLICANS FEDERALISTS Alexander Hamilton, John Adams, 1792 et al. representing the North and commercial interests Thomas Jefferson, James Madison, et al. representing 1796 the South and landowning interests 1817- James Monroe’s “factionless” era of good feelings, ho ho ho 1824 ROUND 2A DEMOCRATS -
Dartmouth College
Dartmouth College Commencement Exercises SUNDAY, JUNE NINTH NINETEEN HUNDRED NINETY-SIX HANOVER'E~ NEW HAMPSHIRE TRUSTEES OF DARTMOUTH COLLEGE ORDER OF EXERCISES James Oliver Freedman, President Stephen Merrill, Governor of New Hampshire (ex officio) PROCESSIONAL Edward John Rosenwald Jr., Chair Stephen Warren Bosworth Music by The Hartt College Brass Ensemble Joseph Deyo Mathewson Stanford Augustus Roman Jr. Roger Murtha, Director Kate Stith-Cabranes Susan Grace Dentzer Andrew Clark Sigler David Marks Shribman So that all can see the procession, the audience is requested to remain seated except as the flags pass when the audience rises briefly Richard Morton Page David Karr Shipler William Haven King Jr. Peter Matthew Fahey The presence of the Brass Ensemble at Commencement each year is made possible by the Class of 1879 Trumpeters' Fund. The Fund was established in 1929, Barry Lee MacLean Jonathan Newcomb at the time of 1879'sfiftieth reunion OPENING PRAYER Gwendolyn Susan King, Christian Chaplain The Academic Procession The Academic Procession is headed by the Platform Group, led by the Dean of the SINGING OF MILTON'S PARAPHRASE OF PSALM CXXXVI College, as Chief Marshal. Marching behind the Chief Marshal is the President of the College, followed by the Acting President and the Provost. Dartmouth College Glee Club Behind them comes the Bezaleel Woodward Fellow, as College Usher, bearing Lord Louis George Burkot Jr., Conductor Dartmouth's Cup. The cup, long an heirloom of succeeding Earls of Dartmouth, was presented to the College by the ninth Earl in 1969. Dartmouth College Chamber Singers The Trustees of the College march as a group, and are followed by the Vice President Melinda Pauly O'Neal, Conductor and Treasurer, in her capacity as College Steward. -
1 Educational Ethics
Educational Ethics: A Field-Launching Conference Harvard Graduate School of Education May 1-2, 2020 THURSDAY, APRIL 30: Pre-Conference Setting the Stage 9:30-3:30 Graduate student workshop (led by Randall Curren and Harry Brighouse) 4:30-6:00 HGSE Centennial Askwith Forum: Higher Education Ethics in a Global Context (Invitees: Elizabeth Kiss, Kwame Anthony Appiah, and Beverly Daniel Tatum) 7:00-9:00 Welcome dinner for Askwith Forum speakers + conference panelists who are available + graduate fellows FRIDAY, MAY 1: Defining the Space 8:15-9:00 Breakfast + Registration 9:00-9:30 Welcome and Framing the Conference 9:30-11:00 Framing Educational Ethics What are some key questions in educational ethics that parents, policy makers, school and district leaders, university leaders and faculty, and/or teachers have been contending with? Why aren’t they sufficiently answered by more general moral and political philosophy, by extant philosophy of education, or by codes of professional ethics? What would be helpful? Neema Avashia, Eighth Grade Civics Teacher, Boston Public Schools Yuli Tamir, President, Shenkar College, Tel Aviv John Silvanus Wilson, Senior Advisor and Strategist to the President, Harvard University; 11th President, Morehouse College Terri Wilson, Assistant Professor in the School of Education, UC-Boulder Moderator: Meira Levinson, Professor of Education, Harvard Graduate School of Education 11:00-11:30 Break 11:30-1:00 Educational Ethics in Context 1: Schools and universities in society How should we think about educational ethics in relation to other social institutions such as politics or economics, and in relation to the historical and cultural context in which educational institutions are constructed and sit? When and how is it appropriate to take the larger context for granted (as much as we may wish it were different) and figure out the ethical demands for educators, schools, educational systems, etc. -
The Legal Career of Peter Stephen Du Ponceau in Post-Revolutionary Philadelphia Jennifer Denise Henderson
Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2004 "A Blaze of Reputation and the Echo of a Name": The Legal Career of Peter Stephen du Ponceau in Post-Revolutionary Philadelphia Jennifer Denise Henderson Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF ARTS AND SCIENCES “A BLAZE OF REPUTATION AND THE ECHO OF A NAME”: THE LEGAL CAREER OF PETER STEPHEN DU PONCEAU IN POST-REVOLUTIONARY PHILADELPHIA By JENNIFER DENISE HENDERSON A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Master of Arts Degree Awarded: Summer Semester, 2004 Copyright © 2004 Jennifer Denise Henderson All Rights Reserved The members of the Committee approve the thesis of Jennifer Denise Henderson defended on 12 July 2004. Sally E. Hadden Professor Directing Thesis Neil Jumonville Committee Member Albrecht Koschnik Committee Member The Office of Graduate Studies has verified and approved the above named committee members. ii ACKNOWLEDGMENTS I would like to thank Dr. Sally Hadden, without whom this project would still be on the shelf. Her support and advice (and her ability to read smoke signals from far, far away) have been and always will be welcome and appreciated. I am also grateful to the Colonial Dames of North Florida whose fellowship in 2002 enabled me to make my first fruitful trip to Philadelphia to rummage through du Ponceau’s papers. Thank you also to the Florida State University Kingsbury Fellowship Committee for 2003-4.