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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.
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.
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.
This volume presents new perspectives on the history of higher education for women in the United States. By introducing new voices and viewpoints into the literature on the history of higher education from the early nineteenth century through the 1970s, these essays address the meaning diverse groups of women have made of their education or their exclusion from education, and delve deeply into how those experiences were shaped by concepts of race, ethnicity, religion, national origin. Nash demonstrates how an examination of the history of women’s education can transform our understanding of educational institutions and processes more generally.
Nearly two-hundred state colleges and regional universities throughout the country began as "normal" schools, but the institutions themselves have buried their history, and scholars have largely overlooked them. Christine A. Ogren focuses on the lives of the first wave of "nontraditional" students in higher education. In her engaging and accessible narrative, Ogren presents a groundbreaking comprehensive history and much-needed reexamination of the state normal school for all courses on the history of education, foundations, and women's higher education.
Are colleges and universities in a period of unprecedented disruption? Is a bachelor's degree still worth the investment? Are the humanities coming to an end? What, exactly, is higher education good for? In For the Common Good, Charles Dorn challenges the rhetoric of America's so-called crisis in higher education by investigating two centuries of college and university history. From the community college to the elite research university—in states from California to Maine—Dorn engages a fundamental question confronted by higher education institutions ever since the nation's founding: Do colleges and universities contribute to the common good? Tracking changes in the prevailing social ethos between the late eighteenth and early twenty-first centuries, Dorn illustrates the ways in which civic-mindedness, practicality, commercialism, and affluence influenced higher education's dedication to the public good. Each ethos, long a part of American history and tradition, came to predominate over the others during one of the four chronological periods examined in the book, informing the character of institutional debates and telling the definitive story of its time. For the Common Good demonstrates how two hundred years of political, economic, and social change prompted transformation among colleges and universities—including the establishment of entirely new kinds of institutions—and refashioned higher education in the United States over time in essential and often vibrant ways.
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.