A Critical Review of the History of Drawing Methods in the Public Schools of the United States

Art Education ◽  
1967 ◽  
Vol 20 (8) ◽  
pp. 2 ◽  
Author(s):  
Tarmo Pasto
Keyword(s):  
United States ◽  
Public Schools ◽  
Critical Review ◽  
The United States ◽  
The Public ◽  
History Of

Introduction

1979 ◽  
Author(s):  
David Nasaw
Keyword(s):  
United States ◽  
Public Schools ◽  
Social History ◽  
The United States ◽  
Public Schooling ◽  
The Public ◽  
Race And Class ◽  
The Social ◽  
History Of ◽  
Public Colleges And Universities

A history of American public schooling reduced to graphs would tell a simple story of almost continuous growth. In every category, the graphs would incline upwards, recording a steady rise in the number of students in school, the time they spent there, the teachers who taught them, the schools that housed them, and the dollars expended. The upward trend would continue unbroken from the 1820s until the 1970s. We cannot, at this time, chart the downward course that has commenced (if only temporarily) in the mid-1970s. We know only that that part of the American public that votes on school bond issues and makes its opinions known to professional pollsters is no longer willing to spend as much money or place as much trust in public schooling as it once was. It is too soon to predict the future course of public schooling in America, but a good time to reconsider the past. To understand why Americans have grown disillusioned with their public schools we must look beyond the immediate present to the larger history of the United States and its public schools. The public schools of this country—elementary, secondary, and higher—were not conceived full-blown. They have a history, and it is the social history of the United States. This essay will not attempt to present that history in its entirety but will focus instead on three specific periods decisive for the social history of this society and its public schools: the decades before the Civil War, in which the elementary or “common schools” were reformed; the decades surrounding the turn of the twentieth century, in which the secondary schools “welcomed” the “children of the plain people”; and the post-World War II decades, which found the public colleges and universities “overwhelmed” by a “tidal wave” of “non-traditional” students— those traditionally excluded from higher education by sex, race, and class. In each of these periods, the quantitative expansion of the student population was matched by a qualitative transformation of the enlarged institutions.

PERMISSION TO CONDUCT THE FIRST STUDY OF THE HEIGHTS AND WEIGHTS OF CHILDREN IN THE UNITED STATES

PEDIATRICS ◽  
1968 ◽  
Vol 42 (2) ◽  
pp. 311-311
Author(s):  
T. E. C.
Keyword(s):  
United States ◽  
Public Schools ◽  
Medical School ◽  
Harvard Medical School ◽  
The United States ◽  
Harvard University ◽  
The Public ◽  
Boston Public Schools ◽  
School Committee ◽  
Boston School

The beginning of all growth studies in this country occurred less than a century ago when the Boston School Committee approved the following order permitting Henry Pickering Bowditch, Professor of Physiology at the Harvard Medical School, to measure and weigh children in the Boston public schools. This document is one of the great, and I believe little known, landmarks in modern pediatrics.1 In School Committee, March 9, 1875 Ordered, That permission be given to Prof. Henry P. Bowditch, of Harvard University, to ascertain the height and weight of the pupils attending the public school, through such an arrangement as the respective chairman and the headmaster, or masters, may deem most convenient.

Origins and History of The Satanic Temple

2020 ◽  
pp. 27-60
Author(s):  
Joseph P. Laycock
Keyword(s):  
United States ◽  
Public Schools ◽  
Corporal Punishment ◽  
Political Action ◽  
Military Veterans ◽  
The United States ◽  
After School ◽  
National Council ◽  
Historical Overview ◽  
History Of

This chapter provides a historical overview of The Satanic Temple from its foundation as a political action held in Tallahassee, Florida, in 2013 to the formation of a National Council with a physical headquarters and a system of chapters throughout the United States and abroad. The chapter describes the formation of the religion’s creed (The Seven Tenets), its campaign to prevent corporal punishment in public schools, its campaign to implement an After School Satan Club (ASSC) in schools throughout the United States, and its attempt to install a Satanic monument to honor military veterans at a park in Belle Plaine, Minnesota.

Radio in Music Education: The Indiana School of the Sky Music Episodes, 1947–1948

2020 ◽  
pp. 153660062097345
Author(s):  
Morganne Aaberg
Keyword(s):  
United States ◽  
Public Schools ◽  
Music Education ◽  
Teaching Strategies ◽  
Contemporary Music ◽  
The United States ◽  
Indiana University ◽  
The Public ◽  
School Year ◽  
Music Program

In this study I examined archival material relating to music lessons that aired on the Indiana School of the Sky during its inaugural season in the 1947–1948 school year. The Indiana School of the Sky was an educational radio program intended for use in the public schools and produced by Indiana University students and professors, in partnership with the State Department of Education. The purpose of this study was to illuminate details of the Indiana School of the Sky music program during its inaugural season in 1947–1948, such as the staff, repertoire, teaching strategies, and program structure. Of particular interest was Dorothy G. Kelley, who served as supervisor of the Indiana School of the Sky music episodes during its inaugural season, and was the first female to join the faculty of the Music Education Department at Indiana University. A secondary purpose was to examine the intersection of education and technology in the late 1940s through the lens of the Indiana School of the Sky and to afford contemporary music educators the opportunity to reflect on how they use current technologies in their classrooms. This study found that the program employed three main teaching strategies: singalong, call and response, and listening. Indiana University music and music education students performed in many music episodes alongside Kelley, and 34% of compositions that aired during the 1948–1949 school year comprised of music by composers from the United States, or folk music originating in the United States. Other countries represented by either composer or folk tradition included Australia, Austria, Czechoslovakia, England, Finland, France, Germany, Italy, Norway, Mexico, Russia, and Spain.

Santa Anna and His Legacy

2015 ◽  
Author(s):  
Will Fowler
Keyword(s):  
United States ◽  
The United States ◽  
Mexican War ◽  
Early National Period ◽  
The Public ◽  
Early National ◽  
History Of ◽  
The Republic ◽  
The Alamo ◽  
The U.S

Antonio López de Santa Anna (b. Xalapa, February 21, 1794; d. Mexico City, June 21, 1876) was one of the most notorious military caudillos of 19th-century Mexico. He was involved in just about every major event of the early national period and served as president on six different occasions (1833–1835, 1839, 1841–1843, 1843–1844, 1846–1847, and 1853–1855). U.S. Minister Plenipotentiary Waddy Thompson during the 1840s would come to the conclusion that: “No history of his country for that period can be written without constant mention of his name.”1 For much of the 1820s to 1850s he proved immensely popular; the public celebrated him as “Liberator of Veracruz,” the “Founder of the Republic,” and the “Hero of Tampico” who repulsed a Spanish attempt to reconquer Mexico in 1829. Even though he lost his leg defending Veracruz from a French incursion in 1838, many still regarded him as the only general who would be able to save Mexico from the U.S. intervention of 1846–1848. However, Mexicans, eventually, would remember him more for his defeats than his victories. Having won the battle of the Alamo, he lost the battle of San Jacinto which resulted in Texas becoming independent from Mexico in 1836. Although he recovered from this setback, many subsequently blamed him for Mexico’s traumatic defeat in the U.S.-Mexican War, which ended with Mexico ceding half of its territory to the United States. His corruption paired with the fact that he aligned himself with competing factions at different junctures contributed to the accusation that he was an unprincipled opportunist. Moreover, because he authorized the sale of La Mesilla Valley to the United States (in present-day southern Arizona) in the 1853 Gadsden Purchase, he was labeled a vendepatrias (“fatherland-seller”). The repressive dictatorship he led donning the title of “His Serene Highness” in 1853–1855, also gave way to him being presented thereafter as a bloodthirsty tyrant, even though his previous terms in office were not dictatorial. Albeit feted as a national hero during much of his lifetime, historians have since depicted Santa Anna as a cynical turncoat, a ruthless dictator, and the traitor who lost the U.S.-Mexican War on purpose. However, recent scholarship has led to a significant revision of this interpretation. The aim of this article is to recast our understanding of Santa Anna and his legacy bearing in mind the latest findings. In the process it demonstrates how important it is to engage with the complexities of the multilayered regional and national contexts of the time in order to understand the politics of Independent Mexico.

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