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This book examines the challenges facing the American public school system and offers practical solutions for improving its functionality. It is a valuable resource for educators, policymakers, and anyone interested in the state of education in America. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Structured schools, free schools, graded schools, ungraded schools, no schools at all--the conflicts over public education in America rage on, for contemporary schools have not lived up to our expectations. The essence of the criticism reflected in the essays in this volume is that America's dual educational goals--free inquiry and social mobility-are not being met. Instead of producing enlightened citizens capable of high social and economic mobility, our schools have become warehouses of children stored as commodities, docile and immobile.
The movement toward a functional reorganization of the school system began more than two decades ago, and has survived two of the stages through which every project, on its way from inception to practice, must necessarily pass: that of academic discussion and that of consideration of working plans. It is now entering the final stage, that of adoption and trial. This bulletin is an attempt to set forth in orderly manner the progress of the movement as it has developed from its beginning to the present time. There is also an attempt to show, in some detail, how a regrouping of the grades of the system lends itself to changes in the elementary and secondary curricula that seem to be demanded. In treating the attempts which have been made to bring about this reorganization and the attendant effect upon courses of study, two alternatives were open: (1) to describe, in as great a detail as space would permit, a number of such efforts; or (2) to give a brief summary of the essential features of each, with a more detailed description of some one experience. The latter alternative has been adopted, on the theory that a portrayal of the difficulties encountered in putting into operation a given plan, and a description of the effect upon the organization and curriculum of a single school department, even though such results fall short of the ideal, would prove more helpful. Contents include: (1) The rise of the chief division of the American public-school system; (2) The rise of the graded school; (3) Efforts toward a functional reorganization--the first decade of the discussion; (4) Efforts toward a functional reorganization--second decade of the discussion; (5) Efforts toward a functional reorganization--the practice; (6) The plan adopted by Berkeley, California; (7) The course of study--the first cycle; and (8) The course of study--The second and third cycles. The appendix includes sample courses of study from schools in several U.S. cities and in Japan. A bibliography and an index are included. (Contains 243 footnotes.) [Best copy available has been provided.].
William J. Reese's history of public schools in America examines why citizens have repeatedly turned to the schools to improve society and how successive generations of reformers have tried to alter the curriculum and teaching practice to achieve their goals. Organized around two themes—education as the means for reforming American society and ongoing reform within the schools themselves—this study examines two centuries of American public education. It explores school and society in the nineteenth century, including public school growth in the antebellum and postbellum eras; competing visions of education and reform during the first half of the twentieth century; and social change and reform from the 1950s through the 1980s. Reese emphasizes the centrality of schools in the history of reform and their persistent allegiance to traditional practices and pedagogy despite two centuries of complaint by romantics and progressives. He describes tradition as a reliable friend of public schools, despite the enormous changes that have occurred over time: the centralization of authority, professionalization of teaching staff, and the expansion of curricular offerings. Reese's clear and accessible book is an original interpretation of the history of public elementary and secondary schools in America. It should become a standard text for future teachers as well as scholars of education.