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Excerpt from The Administration of Public Education the United States The careful and scholarly study of the administration of education in the United States by my colleagues, Professors Dutton and Snedden, is a valuable and timely contribution to the literature of education. In a democratic State, it is of first importance that the relation of the State to the organs and agencies of culture and enlightenment be clearly defined and well understood. The wise and truly representative organization and administration of education is only a little less important than the organization and conduct of the educational process itself. To understand fully the position and progress of education in the United States, a clear distinction must be drawn between the activities of the State, the American people viewed as an organized unit, and those of the Government, the specific agencies and powers created by the State,through the Constitution, to accomplish certain definite purposes, which, taken together, are the ends or aims of government. Whatever is done by the State or in the State's interest, whether it be carried out by a governmental agency or not, is public; whatever is done by the Government is presumably public, and certainly tax-supported. Much of the educational activity of the United States is truly public but in no wise governmental. For example, the United States possesses no university maintained by the National Government, but it possesses a half-dozen national universities. Important educational undertakings of various kinds are carried on in the sphere or domain of liberty side by side with those which are carried on in the sphere or domain of government. The true test, in the American system, of a public institution or activity is the purpose which it serves, and not the form of its control or the source of its financial support. 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 central thesis of this book is the simple but frequently neglected principle that instruction is the supreme purpose of the schools and that all activities and services essential to the successful operation and improvement of instruction must be considered as contributory. Administration is a service activity, an agency through which the fundamental objectives of the educational process may be more fully and efficiently realized. Accepting the permanence and the social importance of the educational function, administrators proceed to examine, appraise, and orient objectively all structure and organizational practices in terms of instructional purposes.
From curriculum standards and testing to school choice and civic learning, issues in American education are some of the most debated in the United States. The Institutions of American Democracy , a collection of essays by the nation's leading education scholars and professionals, is designed to inform the debate and stimulate change.In association with the Annenberg Foundation Trust at Sunnylands and the Annenberg Public Policy Center at the University of Pennsylvania, The Institutions of American Democracy is the first in a series of books commissioned to enhance public understanding of the nature and function of democratic institutions. A national advisory board--including, among others, Nancy Kassebaum Baker, David Boren, John Brademas, Ellen Condliffe Lagemann, David Gergen, and Lee Hamilton--will guide the vision of the project, which includes future volumes on the press and the three branches of government.Each essay in The Institutions of American Democracy addresses essential questions for policymakers, educators, and anyone committed to public education. What role should public education play in a democracy? How has that role changed through American history? Have the schools lost sight of their responsibility to teach civics and citizenship? How are current debates about education shaping the future of this democratic institution?Among the contributors are William Galston, Director of the Institute for Philosophy and Public Policy at the University of Maryland;Clarence Stone, Professor in the Department of Government and Politics at the University of Maryland - College Park and editor of Changing Urban Education and Regime Politics: Governing Atlanta, 1946-1988 (University Press of Kansas, 1998).; Susan Moore Johnson, Pforzheimer Professor of Education in Learning and Teaching, Harvard University; Michael Johanek, Executive Director of K-12 Professional Development, College Board; Kathy Simon, co-executive director of the Coalition for Essential Schools and author of Moral Questions in the Classroom (Yale University Press, 2001); and Jennifer Hochschild, Professor of Government and Professor of Afro-American Studies at Harvard University and author of Facing Up to the American Dream: Race, Class, and the Soul of the Nation (Princeton University Press, 1995).