DOCSLIB.ORG

Copyright by Larry Joe Kelly 2002

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Copyright by Larry Joe Kelly 2002 Copyright by Larry Joe Kelly 2002 Transitions in Texas: The Development of Secondary Science Curricula, 1886-1917 by Larry Joe Kelly, B.S., M.Ed. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin August, 2002 Dedication for Mary A. Kelly and Patsy R. McCoy ACKNOWLEDGEMENTS This study could not have been completed without the cooperation of many people. I would like to thank Dr. O.L. Davis, Jr., for his guidance and gracious assistance during the last four years, first as teacher and then as supervisor for this study. Also to Dr. Mary S. Black for being a true friend through problems, Dr. Sherry L. Field for being a friend with many caring words, Dr. Lisa S. Goldstein for teaching me the meaning of a caring curriculum, and Dr. Norvell Northcutt for his example of an exciting teacher, all for their kindness, encouragement, and assistance in serving on the committee. I would also like to thank the staff at the Center for American History for their help. Additionally, to Karon LeCompte for collaboration with research but also being a good friend, one to share worries and accomplishments. Particular acknowledgements go to my wife, Mary for her unwavering support, but especially for the last four years at The University of Texas at Austin. To my sister Patsy for her continued backing and belief in me. For Jeff and Greg, my two sons that have inspired by their example of dedication and strength to fulfill their dreams. Finally to my best friend, George Haynes, my mentor at Bowie Junior High School in Odessa, Texas, during my first teaching position. v Transitions in Texas: The Development of Secondary Science Curricula, 1886-1917 Publication No._____________ Larry Joe Kelly, PhD. The University of Texas at Austin, 2002 Supervisor: O. L. Davis, Jr. This dissertation reports an exploration of one statewide case in the remarkable expansion of the American public high school in the early twentieth century. Specifically, it focuses on the curricula of early twentieth century secondary school system of the state of Texas. In particular, its development was shepherded, from 1886-1917, by the University of Texas. The vehicle was the university’s program of affiliation with its approval of high schools in the state. Affiliation essentially was a system of accreditation of the state’s high schools. It contributed the first systematic effort to provide guidance for the academic programs, teachers, and facilities for the state’s rapidly developing high schools. A variety of social, political, and economic conditions affected the University’s vi affiliation system. These conditions external and internal to the state constituted the formative circumstances for the development of secondary curricula in Texas. Mathematics, history, English, and Latin were the primary affiliated subjects during the late 1800’s. Science offerings did not become affiliated subjects in the University of Texas affiliation program until the early 1900’s. This study focused on the development and inclusion of science offerings in the curricula of affiliated high schools. It probed the nature and extent of the science course offerings in the growing number of affiliated Texas high schools. Its findings identify among other matters, the science courses that were offered in affiliated Texas high schools, textbooks used, and laboratory facilities. The involvement of The University of Texas at Austin in establishing high school curricular standards, the reconfiguration of the school day, the redesign of the curricula, the inspection and affiliation process, all provided standards for improvements in school districts that lacked effective state governmental guidance and supervision. This endeavor by the university, assumed by the State Department of Public Education in 1917, clearly influenced the nature of the high schools of the state at the time and for the century to come. vii TABLE OF CONTENTS LIST OF TABLES XI LIST OF ILLUSTRATIONS XII SECTION ONE 1 Chapter One: Introduction....................................................................................... 1 The University of Texas and the Affiliation Program........................... 4 The Affiliation Process in Texas........................................................... 4 Purpose of Study ............................................................................................ 9 Chapter Two: Methodology .................................................................................. 12 Primary and Secondary Sources.......................................................... 13 Evaluation of Sources.......................................................................... 16 SECTION TWO 20 Chapter Three: Historical Context for the American High School....................... 20 Latin Grammar Schools, Academies and High Schools .............................. 24 High Schools Extend Education System...................................................... 26 Chapter Four: Affiliation Programs in the United States...................................... 29 The University of Texas Begins the Affiliation Program ............................ 41 The University of Texas Affiliation Process................................................ 44 SECTION THREE 51 Chapter Five: Science Curriculum Development in American Education ........... 51 Science Development in the United States .................................................. 51 History of Science Education....................................................................... 54 History of Texas Secondary Schools ........................................................... 69 The University of Texas Begins Affiliation Program .................................. 72 viii The Sciences in Texas High Schools ........................................................... 74 Chapter Six: First Standards for Affiliation of Science Courses .......................... 82 First Standards for Affiliation of Science Courses, 1905............................. 82 Botany ................................................................................................. 83 Chemistry ............................................................................................ 85 Physics................................................................................................. 86 Zoology ............................................................................................... 90 Second Set of Standards for Affiliation of Science Courses, 1908.............. 91 Botany ................................................................................................. 92 Chemistry ............................................................................................ 95 Physics................................................................................................. 97 Third Set of Standards for Affiliation of Science......................................... 99 Courses, 1910-1913...................................................................................... 99 Biology.............................................................................................. 100 Chemistry .......................................................................................... 102 Physics............................................................................................... 108 Chapter Seven: Affiliated Science Courses ........................................................ 112 Affiliated Science Courses with the University of Texas .......................... 112 Science Curricula and Affiliated High Schools ......................................... 113 Teacher Qualifications ............................................................................... 119 Laboratory Requirements........................................................................... 125 Textbooks................................................................................................... 135 Chemistry .......................................................................................... 138 Physics............................................................................................... 139 Botany ............................................................................................... 141 Zoology ............................................................................................. 143 Actual Impact of Science Courses in High Schools................................... 146 ix Courses of Study ................................................................................................. 151 SECTON FOUR 154 Chapter Eight: Conclusion .................................................................................. 154 BIBLIOGRAPHY 164 Manuscript and Archival material.............................................................. 164 Austin, Texas.............................................................................................. 164 Newspapers ................................................................................................ 164 Government Publications ........................................................................... 164 Books.......................................................................................................... 166 Articles ....................................................................................................... 170 Unpublished Materials ..............................................................................
Load more

Recommended publications
  • ERRS PRICE DESCRIPTORS the Tmergence.Of the Junior College In
    DOCUMENT RESUME ED 116.741 Ja 760 060 AUTHOR Cowley, W. H. TITLE The tmergence.of the Junior College in the EvolutiOn of American Education: A Memorandum for the Fund for / Advancement of Education. SPOTS AGENCY Ford Foundation, New York, N.Y. PUB DATE 10 Sep 55 NOTE 61p. ERRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Change Agents; *Colleges; *Educational History; *Junior Colleges; Post Secondary Education; Professional Education; *Secondary-Schools; *Universities ABSTRACT In an/effort to elucidate the forces behind the emergence of the Ametican junior college, this document reviews the evolution of the structure of American education from 1874 to 1921. The historical review begins with 1874 because the decision made that year in the Kdlamazoo Case confirmed the right of communities to high schools by taxation. It ends with 1921 because two pisurrtt tal events occurred in that year: first, the organization of the American Association of Junior Colleges, and second, the establishtent of the first unitari.two..year junior college, namely, ,Modesto Junior College in Modesto, California. It reviews the historical development of secondary schools, liberal arts colleges, professional schools, universities, and junior colleges in that time period. The author/concludes that the junior college of today is an historical accident. A bibliography is appended. (DC) , *******************************************************t************ * Documents acquired by 'ERIC include many'-informal unpublished * * materials not available,from other sources. ERIC makes every effort*. * to obtain the bestopyNc available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * *via the ERIC Document Reproduction Servi9e (EDRS).
    [Show full text]
  • Autobiography of Andrew Dickson White</H1>
    Autobiography of Andrew Dickson White Autobiography of Andrew Dickson White Scanned by Charles Keller with OmniPage Professional OCR software Autobiography of Andrew Dickson White Volume II Scanned by Charles Keller with OmniPage Professional OCR software donated by Caere Corporation, 1-800-535-7226. Contact Mike Lough AUTOBIOGRAPHY OF ANDREW DICKSON WHITE WITH PORTRAITS VOLUME I page 1 / 895 NEW YORK THE CENTURY CO. 1905 Copyright, 1904, 1905, by THE CENTURY CO. ---- Published March, 1905 THE DE VINNE PRESS TO MY OLD STUDENTS THIS RECORD OF MY LIFE IS INSCRIBED WITH MOST KINDLY RECOLLECTIONS AND BEST WISHES TABLE OF CONTENTS PART I--ENVIRONMENT AND EDUCATION CHAPTER I. BOYHOOD IN CENTRAL NEW YORK--1832-1850 The ``Military Tract'' of New York. A settlement on the headwaters of the Susquehanna. Arrival of my grandfathers and page 2 / 895 grandmothers. Growth of the new settlement. First recollections of it. General character of my environment. My father and mother. Cortland Academy. Its twofold effect upon me. First schooling. Methods in primary studies. Physical education. Removal to Syracuse. The Syracuse Academy. Joseph Allen and Professor Root; their influence; moral side of the education thus obtained. General education outside the school. Removal to a ``classical school''; a catastrophe. James W. Hoyt and his influence. My early love for classical studies. Discovery of Scott's novels. ``The Gallery of British Artists.'' Effect of sundry conventions, public meetings, and lectures. Am sent to Geneva College; treatment of faculty by students. A ``Second Adventist'' meeting; Howell and Clark; my first meeting with Judge Folger. Philosophy of student dissipation at that place and time.
    [Show full text]
  • The University of Michigan
    University of Michigan Law School University of Michigan Law School Scholarship Repository Michigan Legal Studies Series Law School History and Publications 1969 The niU versity of Michigan: Its Legal Profile William B. Cudlip Follow this and additional works at: https://repository.law.umich.edu/michigan_legal_studies Part of the Education Law Commons, and the State and Local Government Law Commons Recommended Citation Cudlip, William B. The nivU ersity of Michigan: Its Legal Profile. Ann Arbor: Univ. of Michigan, 1969. This Book is brought to you for free and open access by the Law School History and Publications at University of Michigan Law School Scholarship Repository. It has been accepted for inclusion in Michigan Legal Studies Series by an authorized administrator of University of Michigan Law School Scholarship Repository. For more information, please contact [email protected]. THE UNIVERSITY OF MICHIGAN: ITS LEGAL PROFILE THE UNIVERSITY OF MICHIGAN: ITS LEGAL PROFILE by William B. Cudlip, J.D. Published under the auspices of The University of Michigan Law School (which, however, assumes no responsibility for the views expressed) with the aid of funds derived from a gift to The University of Michigan by the Barbour-Woodward Fund. Copyright© by The University of Michigan, 1969 ACKNOWLEDGMENTS I suppose that lawyers are always curious about the legal history of any institution with which they are affiliated. As the University of Michigan approached its One Hundred Fiftieth year, my deep interest was heightened as I wondered about the legal structure and involvements of this durable edifice over that long period of time. This compendium is the result and I acknowledge the help that I have had.
    [Show full text]
  • University Hall
    University Hall James Angell laid the cornerstone of University Hall provided a chapel on the north Angell’s guidance in the selection of University Hall on a visit to Ann Arbor side of the main floor, the President’s Office on University personnel was one of his great before his presidency began. University Hall the south side with a waiting room for ladies contributions. Over a span of nearly forty was the first building funded through direct at the east, an auditorium on the second floor years the staff multiplied more than eleven- appropriations by the legislature. It was a seating 3000 (1700 on the main floor and 1300 fold, the number of major appointments connecting link between Mason Hall and in the elliptical gallery), eleven lecture rooms rising into the hundreds. Many outstanding South College, which became known as the and offices for the Regents, the faculty, and the scholars and administrators were drawn to North and South Wing of the new complex. steward. the University in those years. University Hall under Construction Completed in 1872 University Hall facing State Street. University Hall facing the Diag. Law Building and University Hall 35 University Hall There was a great deal of criticism of University Hall. There were objections to making it part of the two original buildings (Mason Hall and South College), the construction materials (stucco over brick), the dome, and the “pepper boxes” ornamenting the roof. In 1879 the Regents ordered the removal of “the two circular corner turrets and the two turrets at the base of the dome” and provided for the finishing of “the said corners and said sides in conformity with the style of said dome.” The balustrade that bordered the roofs of the two wings was also removed.
    [Show full text]
  • A Reexamination of the 1916 Report on Social Studies
    Utah State University DigitalCommons@USU All Graduate Theses and Dissertations Graduate Studies 5-2010 Unraveling Conflicting Interpretations: A Reexamination of the 1916 Report on Social Studies C. Gregg Jorgensen Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/etd Part of the History Commons, and the Secondary Education and Teaching Commons Recommended Citation Jorgensen, C. Gregg, "Unraveling Conflicting Interpretations: A Reexamination of the 1916 Report on Social Studies" (2010). All Graduate Theses and Dissertations. 633. https://digitalcommons.usu.edu/etd/633 This Dissertation is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Theses and Dissertations by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. UNRAVELING CONFLICTING INTERPRETATIONS: A REEXAMINATION OF THE 1916 REPORT ON SOCIAL STUDIES by C. Gregg Jorgensen A dissertation submitted in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY in Education (Curriculum and Instruction) Approved: Barry M. Franklin, Ph.D. Ronald W. Evans, Ed.D. Major Professor Committee Member Martha Whitaker, Ph.D. Barre Toelken, Ph.D. Committee Member Committee Member Jeanne Thomas, Ph.D. Patricia Gantt, Ph.D. Committee Member Committee Member Steven P. Camicia, Ph.D. Byron R. Burnham, Ed.D. Committee Member Dean of Graduate Studies UTAH STATE UNIVERSITY Logan, Utah 2010 ii Copyright © C. Gregg Jorgensen 2010 All rights Reserved iii ABSTRACT Unraveling Conflicting Interpretations: A Reexamination of the 1916 Report on Social Studies by C. Gregg Jorgensen, Doctor of Philosophy Utah State University, 2010 Major Professor: Barry M.
    [Show full text]
  • Report of the Committee of Ten on Secondary School Studies; with The
    ^n%t\\ ^mtx%\i% pibtatg THE GIFT OF JeVvvrvJvj: *]P .J?#. ^i^^^^c^wu. > 311 A.- ^l ..M'll'^. Cornell University Library LB1607 .N27 1894 Report9001 of the Committee of ten on second fl 3 1924 032 709 960 olin '^imE DDF >^MN1 if 1904 The original of this book is in the Cornell University Library. There are no known copyright restrictions in the United States on the use of the text. http://www.archive.org/details/cu31924032709960 REPORT OF THE COMMITTEE - OF TEN ON SECONDARY SCHOOL STUDIES * WITH THE REPORTS OF THE CONFERENCES ARRANGED BY THE COMMITTEE ^ ^ PUBLISHED FOR THE NATIONAL EDUCATIONAL ASSOCIATION BY THE AMERICAN BOOK COMPANY NEW YORK, CINCINNATI, CHICAGO M D CCC XC IV '\ W M ; REPORT OF THE COMMITTEE - OF TEN ON SECONDARY SCHOOL STUDIES * WITH THE REPORTS OF THE CONFERENCES ARRANGED BY THE COMMITTEE ^ PUBLISHED FOR THE NATIONAL EDUCATIONAL ASSOCIATION BY THE AMERICAN BOOK COMPANY > NEW YORK, CINCINNATI, CHICAGO M D CCC XC IV 1 A.\-b^^^^ copyeight, 1894, by The National Educational Association Kep. Com. 10 M. 2 PREFATORY NOTE. The Report of the Committee of Ten on Secondary School Studies is now generally known among the leading educators of the country, and, while there is much diversity of opinion respecting many of its recommendations, there is substantial agreement that it is the most important educational document ever issued in the United States. Prepared under the auspices of the National Educational As- sociation, this Eeport was first published by the Bureau of Educa- tion, at Washington, and distributed at public expense to the extent of the funds available for that purpose.
    [Show full text]
  • The President's House at the University of Michigan
    The President’s House at the University of Michigan Anne Duderstadt i Preface The President’s House of the University of Michigan is the oldest building on the University campus. It is one of the original four houses constructed to house faculty when the University moved from Detroit to Ann Arbor in 1837. The Cropsey painting of the original campus in 1847 with two of the faculty houses shown on the left The four houses, built by Harpin Lum for a total cost of $26,900, all served the University in one capacity or another through the early years of the twentieth century. Completed in the summer of 1840, two of the houses fronted on North University and the other two on South University. The two-story plan included a central hall with two rooms opening off each side. The identical arrangement was repeated on the second floor. Each room had a fireplace. All of the houses had low-pitched, tin roofs. Emil Lorch, professor of architecture at the University felt these structures "had quiet dignity, good proportion, and excellent detail.” He was particularly impressed with the entrance porches and the intricacies of their cornices. The Early Years From 1841 to 1852 the University was governed by a faculty committee and the houses were apportioned among the professors. In 1852 Henry Philip Tappan became the first President of the University. Henry and Julia Tappan ii Tappan and his family moved into the vacant southwest dwelling and by his presence made it what it remains today—the President’s House. Tappan made no modifications to the house except to see that gas lighting was installed in 1858.
    [Show full text]
  • Impressions October 2005
    WASHTENAW COUNTY HISTORICAL SOCIETY NEWSLETTER • FOUNDED 1857 • OCTOBER 2005 JUDITH CHRISMAN • PRESIDENT'S LEITER OFFICERS PRESIDENT Our Collection Grows ... Judith Chrisman VICE PRESIDENT In the September newsletter, we ne­ Ralph P. Beebe glected to credit Amy Rosenberg for her ar­ TREASURER ticle on the Conservation of a 19th Century Patricia W. Creal Nightgown. Amy has been doing a wonderful RECORDING SECRETARY job writing our 'Conservation' columns and we Ann DeFreytas want to be sure she gets credit for it. Our collection continues to grow. Some CORRESPONDING SECRETARY AND recent donations include: Native American IMMEDIATE PAST PRESIDENT dresses, moccasins and jewelry and a 1904 Pauline V. Walters bread mixer from Jan Barney Newman; a spoon, jewelry box and seal embosser from BOARD OF DIRECTORS the Anna Botsford Bach Home; a velvet coat Rosemarion Blake and a velvet cape worn to UM dances in the Tom Freeman Richard L. Galant, Ph.D. late 1920s from Marie Panchuk; clothing, a Peggy Haines bustle, lace and ribbons, pillow covers and a Susan Kosky hat which was made by Hattie Godfrey from Randy W. LaHote Trudy Johnson; a collection of notebooks, Cheyenne Indian jewelry. By Judith Chrisman) Roy Reynolds Gladys Saborio papers and manuscripts pertaining to Jay Snyder Washtenaw County collected by Olive Bender and donated by Susan Burd; items Susan Cee Wineberg from Ann Arbor's Sesquicentennial from Rachel Crary; a medicine bottle and a lady's Cynthia Yao powder box left in our mailbox by an anonymous donor. Last month we asked your opinion about changing the day of the annual meeting DIRECTORS-AT-LARGE and potluck supper from the third Wednesday in May to the third Sunday in May.
    [Show full text]
  • Front Matter
    The Evolution of Teacher Certification and the Qualifications to Teach in Four States, 1890-1930 by Paul G. Perrault A dissertation submitted in partial fulfillment Of the requirements for the degree of Doctor of Philosophy (Education) in The University of Michigan 2010 Doctoral Committee: Professor Jeffrey E. Mirel, Chair Professor Maris A. Vinovskis Associate Professor Robert B. Bain Processor Roger D. Goddard, Texas A & M University © Paul G. Perrault ______________________________ 2010 I dedicate this dissertation to my wife, Lori—whose patience and faith in me has been the greatest motivator in my work. ii Acknowledgements In writing this dissertation, I have been blessed by a number of individuals who have influenced my thinking and contributed intellectually to my work. To all of these people, I am deeply grateful for the encouragement, support and critiques which helped me shape this dissertation. I am especially thankful to all of the libraries that helped me collect my data. In particular, I am thankful to the Bentley Historical Library at the University of Michigan and the Monroe C. Gutman Library at Harvard University for making their collections accessible to me in my work. I am especially thankful to Karen Jania at the Bentley who first showed me how to navigate the collections, assisted me in locating resources that were missing, and discussed other records and materials that were relevant to my research. I am equally indebted to Edward Copenhagen at the Gutman for helping me locate materials for three states in the matter of days, copying more than a thousand pages in the same period so that I could take the materials with me, and treating me like I was a student or researcher at Harvard.
    [Show full text]
  • An Analysis of Leonard Koos' Concept of the Junior College
    Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 1985 An Analysis of Leonard Koos' Concept of the Junior College Katherine A. Smith Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Education Commons Recommended Citation Smith, Katherine A., "An Analysis of Leonard Koos' Concept of the Junior College" (1985). Dissertations. 2430. https://ecommons.luc.edu/luc_diss/2430 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons. It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons. For more information, please contact [email protected]. This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License. Copyright © 1985 Katherine A. Smith AN ANALYSIS OF LEONARD KOOS' CONCEPT OF THE JUNIOR COLLEGE ...... _ by KATHERINE A. SMITH A dissertation Submitted to the Faculty of the Graduate School of Loyola University of Chicago in Partial Fulfillment of the Requirements for the Deg_ree of Doctor of Education January 1985 ABSTRACT Katherine A. Smith AN ANALYSIS OF LEONARD KOOS' CONCEPT OF THE JUNIOR COLLEGE Leonard V. Koos can rightly be called the Patriarch of the Junior College because of his scientific and comprehensive study entitled The Junior College. In this two volume work Koos reported the results of his exhaustive study of the junior college both through personal visits to junior colleges and study of relevant literature. Koos identified twenty-one special purposes of the junior college and divided them into five general classifications~ 1. Educational Goals 2.
    [Show full text]
  • Intentional, Inadvertent, Or Inevitable? James Burrill Angell and Secularization at the University of Michigan
    DOCUMENT RESUME ED 449 769 HE 033 781 AUTHOR Bouman, Jeffrey Paul TITLE Intentional, Inadvertent, or Inevitable? James Burrill Angell and Secularization at the University of Michigan. PUB DATE 2000-11-00 NOTE 38p.; Paper presented at the Annual Meeting of the Association for the Study of Higher Education (25th, Sacramento, CA, November 16-19, 2000). PUB TYPE Historical Materials (060) Speeches/Meeting Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS College Faculty; *College Presidents; *Educational History; Higher Education; *Liberalism; *Religious Factors; *Social Values IDENTIFIERS *Angell (James Burrill); Secularism; *University of Michigan ABSTRACT The history of James Burrill Angell as the president of the University of Michigan presents a case study of the role of 19th century liberal Protestant university builders in the eventual marginalization of religion from the mainstream of U.S. higher education. Angell's tenure, which began in 1871, encompassed the period in which the modern university became secular. The University of Michigan appears to have been a leader in the secularization process, and the study of Angell's role is illustrative of the changes taking place. Angell's own devout and personal adherence to the dominant Protestant culture of his day, liberalism, gave him great faith in the goodness of society, and especially in the goodness of the faculty. His unwavering belief in the desire and ability of Christian faculty to infuse their disciplines with their Christian faith did not foresee the eventual transition to a faculty whose personal faith systems were not orthodox or urgent. To this end, his agency in secularization was a combination of intentionality, inadvertence, and inevitability.
    [Show full text]
  • The Struggle for the American Curriculum 1893-1958, Third Edition
    THE STRUGGLE FOR THE AMERICAN CURRICULUM THE STRUGGLE FOR THE AMERICAN CURRICULUM 1893–1958 THIRD EDITION HERBERT M. KLIEBARD RoutledgeFalmer NEW YORK AND LONDON Published in 2004 by RoutledgeFalmer 270 Madison Avenue New York, NY 10016 www.routledge-ny.com Published in Great Britain by RoutledgeFalmer 2 Park Square Milton Park, Abingdon, Oxon OX14 4RN U.K. www.routledge.co.uk Copyright © 2004 by Taylor & Francis Books, Inc. This edition published in the Taylor & Francis e-Library, 2004. RoutledgeFalmer is an imprint ofthe Taylor & Francis Group. All rights reserved. No part of this book may be reprinted or reproduced or uti- lized in any form or by any electronic, mechanical, or other means now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission from the publishers. 10987654321 Library of Congress Cataloging-in-Publication Data Kliebard, Herbert M. The struggle for the American curriculum, 1893–1958 / Herbert M. Kliebard.– 3rd ed. p. cm. Includes bibliographical references and index. ISBN 0-415-94890-8 (hardback: alk. paper) – ISBN 0-415-94891-6 (pbk. : alk. paper) 1. Education–United States–History–20th century. 2. Curriculum planning– United States–History–20th century. 3. Education–United States–Curricula– History–19th century. 4. Curriculum planning–United States–History–19th century. I. Title. LB1570.K585 2004 370.11'3'0973–dc22 2004004891 ISBN 0-203-33998-3 Master e-book ISBN To Bernice, of Blessed Memory TABLE OF CONTENTS Preface to the Third Edition
    [Show full text]