scholarly journals Agricultural Instruction in the Public High Schools of the United States. Clarence Hall Robison

1913 ◽  
Vol 21 (6) ◽  
pp. 429-430
Keyword(s):  
United States ◽  
High Schools ◽  
The United States ◽  
Public High Schools ◽  
The Public

scholarly journals Reappraisals of the Academy Movement

2001 ◽  
Vol 41 (2) ◽  
pp. 216-224 ◽  
Author(s):  
Kim Tolley ◽  
Nancy Beadie
Keyword(s):  
United States ◽  
Nineteenth Century ◽  
Large Scale ◽  
The United States ◽  
Public High Schools ◽  
Colonial Era ◽  
Educational Discourse ◽  
The Public ◽  
Historical Significance ◽  
History Of

The presence of academies in the United States spans roughly three centuries. Originating in the colonial era, academies spread across the country by mid-nineteenth century. Such institutions generally served students between the ages of eight and twenty-five, providing a relatively advanced form of schooling that was legally incorporated to ensure financial support beyond that available through tuition alone. According to one contemporary source, by 1850 more than 6,100 incorporated academies existed in the United States, with enrollments nine times greater than those of the nation's colleges. Nineteenth-century supporters portrayed academies as exemplars of the nation's commitment to enlightenment and learning; opponents argued that they were harmful to the public interest. Those in favor of a large-scale system of public high schools dismissed academies as irrelevant and outmoded institutions. The culmination of this controversy is well known, because it is reiterated in every secondary text on the history of American education. As a widespread system of public higher schooling supplanted the academies in the twentieth century, private and independent schools dropped out of the mainstream of American educational discourse. The following essays seek to recover something of the long history of academies in the United States and to reconsider the historical significance of these institutions in society.

The Case for Latin

PMLA ◽  
1964 ◽  
Vol 79 (4-Part2) ◽  
pp. 3-10 ◽  
Author(s):  
William Riley Parker
Keyword(s):  
United States ◽  
High Schools ◽  
Secondary School ◽  
Scientific Knowledge ◽  
The United States ◽  
Foreign Languages ◽  
Public High Schools ◽  
American Education ◽  
Mass Education ◽  
The Future

In the “good old days” in the United States, as in Europe, which supplied the model, anyone who went to a secondary school and college studied Latin as a matter of course. Even in the first years of this century, when a half million students were enrolled in all our public high schools, fully half of them were still studying Latin. Those days are gone, and will never return. To regret their passing is to regret both mass education and mankind's phenomenal increase in scientific knowledge. Moreover, our world has shrunk while America's role in it has grown, and lately our society has recognized the increasing relevance of studying modern foreign languages. What, then, is the future place of Latin in American education? As one who long ago was taught both Latin and Greek, I want to try to answer this question as candidly and as objectively as I can.

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