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Everyone was in for a surprise in 1909 when New Mexico declared open the Spanish American Normal School at El Rito. The school had been founded to train teachers for the vast region of the "Río Arriba" in which there were few schools and the citizenry still did not speak English, sixty years after becoming a territory of the United States. The Territory of New Mexico, in quest of statehood, had decided that fluency of its people in English would earn it the right to become one of the Forty-eight, which it did three years later. State and school officials were dismayed that few students were sufficiently prepared to become teachers. First, most had to learn to cipher and to read and write. The region's geographic isolation, scant means of communication, and lack of roadways rendered it impossible for anyone to make the proper estimate of educational need, it turned out. But the school's students soon discovered how much they liked the Normal School, and how willing the school was to meet their educational need. Although the Normal School trained as many as one hundred teachers in the first decades, in time it became an elementary and high school with strong traditions and loyal students. As a boarding campus, the Normal School attracted students from throughout New Mexico, many at a very young age. Children of the Normal School recount how unity of spirit created a new culture of Americans that few knew about, and how their esprit was built on mutual esteem and shared belief.
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The American State Normal School is the first comprehensive history of the state normal schools in the United States. Although nearly two-hundred state colleges and regional universities throughout the U.S. began as 'normal' schools, the institutions themselves have buried their history, and scholars have largely overlooked them. As these institutions later became state colleges and/or regional universities, they distanced themselves from the low status of elementary-literally erasing physical evidence of their normal-school past. In doing so, they buried the rich history of generations of students for whom attending normal school was an enriching, and sometimes life-changing experience. Focusing on these students, the first wave of 'non-traditional' students in higher education, The American State Normal School is a much-needed re-examination of the state normal school.This book was subject of an annual History of Education Society panel for best new books in the field.
Excerpt from American Normal Schools: Their Theory, Their Workings, and Their Results, as Embodied in the Proceedings of the First Annual Convention of the American Normal School Association, Held at Trenton, New Jersey, August 19 and 20, 1859 May I be permitted to add an extract from the Semi-annual Report made July 22, 1858, to the Board of Visitors for the State Normal School at Salem, Mass. In our daily exercises, we have endeavored to keep constantly in View the peculiar object of the Normal School, as presented in the Address delivered at the inauguration of our institution. I have regretted that those peculiar features of our school, having reference to this object, which are so prominent in our daily work, should have so little prominence in our public examina tions. It seems to me worthy of consideration, whether it would not be practicable so to modify our examinations that they should more fully repro sent the distinctive character of the school, and show more adequately not only what progress its pupils have made in the different branches of science, what general facility of communication they have acquired, and what Opin ions they have formed respecting education and school methods, but also the still more direct practical preparation which they have made toward their specific work of teaching others what they themselves know. If the time which I may be permitted to occupy in this crowded afternoon were not restricted to such narrow limits, I should be tempted to go beyond this mere sugges tion, and to endeavor to show, though certainly, Gentlemen of the Board, not for your sakes, how very peculiar is the appropriate work of the Normal School, and what advantages it possesses for the accomplishment of this, its own work, above other institutions, however high may be their reputation and great their excellence in their own wide spheres, however liberally they may be endowed or supported, and however able and eminent may be their teachers. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
A history of the eight state teachers colleges in Massachusetts on the 175th anniversary of the founding of the first state normal school in Massachusetts.
James Anderson critically reinterprets the history of southern black education from Reconstruction to the Great Depression. By placing black schooling within a political, cultural, and economic context, he offers fresh insights into black commitment to education, the peculiar significance of Tuskegee Institute, and the conflicting goals of various philanthropic groups, among other matters. Initially, ex-slaves attempted to create an educational system that would support and extend their emancipation, but their children were pushed into a system of industrial education that presupposed black political and economic subordination. This conception of education and social order--supported by northern industrial philanthropists, some black educators, and most southern school officials--conflicted with the aspirations of ex-slaves and their descendants, resulting at the turn of the century in a bitter national debate over the purposes of black education. Because blacks lacked economic and political power, white elites were able to control the structure and content of black elementary, secondary, normal, and college education during the first third of the twentieth century. Nonetheless, blacks persisted in their struggle to develop an educational system in accordance with their own needs and desires.
NEW YORK TIMES BESTSELLER • A groundbreaking history of 175 years of American education that brings the lessons of the past to bear on the dilemmas we face today—and brilliantly illuminates the path forward for public schools. “[A] lively account." —New York Times Book Review In The Teacher Wars, a rich, lively, and unprecedented history of public school teaching, Dana Goldstein reveals that teachers have been embattled for nearly two centuries. She uncovers the surprising roots of hot button issues, from teacher tenure to charter schools, and finds that recent popular ideas to improve schools—instituting merit pay, evaluating teachers by student test scores, ranking and firing veteran teachers, and recruiting “elite” graduates to teach—are all approaches that have been tried in the past without producing widespread change.