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Excerpt from History of Higher Education in Michigan Frenchmen of the Territory of Michigan! You ought to begin immediately to give an education to your children. In a little while there Will be in this Territory as many Yankees as French, and if you do not have your children educated the situa tions will all be given to the Yankees. No man is capable of serving as a civil and military officer unless he can, at least, read and write. There are many young peo ple of from 18 to 20 years who have not learned to read, but they are not yet too old to learn. I have known those who have learned to read at the age of 40 years. 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.
The Laboratory School provided generations of teachers, students, and parents an outstanding education on the campus of Central Michigan University. Many changes occurred during the 75 years of the school's existence. Buildings came and went, personnel and programs evolved, but throughout, a philosophy of "we learn by doing" brought out the best in instructors and kids alike. This book tells the story in fact and reminiscences of a truly exceptional Community of Learning.
Excerpt from The University of Michigan One early June day some fourscore years ago, it was 1837 to be precise, a party of distinguished visitors arrived in what was then the little backwoods community of Ann Arbor. The interest of the loiterers at the country tavern and the corner grocery was no doubt aroused by their com ing, for Ann Arbor we may suppose was not different from other small places; and this curiosity could hardly have been lessened by the fact that the newcomers were all men who figured prominently in the affairs of the State, which had been admitted to the Union only four months before. Whatever the speculation aroused by the personnel of the party, however, the business that called them to Ann Arbor caused little comment, if we are to judge from contemporary reports. Yet this unpretentious gathering of notables was charged with the inauguration of what was to become one of the most significant developments in the history of American education, - the establishment and successful maintenance of a University by the people of a State. 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.
Examining two centuries of university education, this book charts the development of pedagogical approaches since the year 1800 and how they have transformed higher education. While institutions for promoting advanced learning in various forms have existed in Asia, Africa, and the Arab world for centuries, the beginning of the nineteenth century saw the emergence of the modern model of a university with which we are familiar today. This book argues that, in the time since, seven broad teaching approaches were developed across the world which continue to be used today: the disputation, the lecture, the tutorial, the research seminar, workplace teaching, teaching through material making, and role-play. O’Donoghue demonstrates how each has been reconfigured and developed over time in response to the changing nature of higher education, as well as society more generally. This expansive book will be of great interest to historians of education, scholars of education more generally, and teacher practitioners interested in the pedagogical models that shape modern academia.
Scrutinizes the contentious ideological feuds in American academia during the 1980s and 1990s
Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone
The 1960s was the most transformative decade in the history of American higher education—but not for the reasons you might think. Picture going to college in the sixties: the protests and marches, the teach-ins and sit-ins, the drugs, sex, and rock 'n' roll—hip, electric, psychedelic. Not so fast, says bestselling historian John R. Thelin. Even at radicalized campuses, volatile student demonstrations coexisted with the "business as usual" of a flagship state university: athletics, fraternities and sororities, and student government. In Going to College in the Sixties, Thelin reinterprets the campus world shaped during one of the most dramatic decades in American history. Reconstructing all phases of the college experience, Thelin explores how students competed for admission, paid for college in an era before Pell Grants, dealt with crowded classes and dormitories, voiced concerns about the curriculum, grappled with new tensions in big-time college sports, and overcame discrimination. Thelin augments his anecdotal experience with a survey of landmark state and federal policies and programs shaping higher education, a chronological look at media coverage of college campuses over the course of the decade, and an account of institutional changes in terms of curricula and administration. Combining student memoirs, campus publications, oral histories, and newsreels, along with archival sources and institutional records, the book goes beyond facile stereotypes about going to school in the sixties. Grounded in social and political history, with a scope that will appeal both to a new generation of scholars and to alumni of the era, this engaging book allows readers to consider "going to college" in both the past and the present.
This book details the growth of the European Fur trade in North America and how it drew the Native Americans who lived in the Great Lakes region, notably the Huron, Dakota, Sauk and Fox, Miami and Shawnee tribes into the colonial European Wars. During the French and Indian War, the American Revolution, and the War of 1812, these tribes took sides and became important allies of the warring nations. However, slowly the Indians were pushed westward by the encroachment of more settlers. This tension finally culminated in the 1832 Black Hawk's War, which ended with the deportation of many tribes to distant reservations.