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American revolutionary war struggles
American revolutionary war struggles
The revolutionary war
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After the American Revolutionary war, the people of the United States were responsible for determining the best course of action within the new republic. The Articles of Confederation were replaced by the new Constitution, which provided a general set of principles the government was to be guided by. This new system was a new and improved integration of historical warnings, hoping to prevent tyranny by individual or the masses and injustice. However, it quickly became apparent that a certain education was necessary to perpetuate this union. Before a new system for education could be introduced, public or private, a common goal and specifics on the different subjects to teach became a question the founding fathers and other prominent individuals of the Jacksonian period needed to answer. George Washington, Thomas Jefferson, Benjamin Rush, and Horace Mann held different beliefs regarding the implementation of a necessary education system, but their similar ideas, when united, produce a great solution to a problem of the Jacksonian Period.
George Washington, as the first President of the United States, set the standard for all Presidents. As observed from reading his farewell address, Washington was concerned with the preservation and perseverance of the new republic. This concern did not begin at the end of his presidency. He spoke of his concerns for the new Republic often to bring awareness to the necessity of intentionality in preserving the Union. Washington wrote, “The more homogenous our citizens can be made in these particulars the greater will be out prospect of permanent union”. He observed that unless the people united in education the union would not be permanent.
Washington saw the necessity of a uniting education fo...
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...ry. Vol. 3. Charles Scribner's & Sons, 2002. 113-120.
Encyclopedia of American History. Vol. 3. Collins Reference, 1996. 147-150.
Encyclopedia of American History. Vol. 4. Collins Reference, 1996. 133-135.
Katz, Micahel B. "Horace Mann: What Went Wrong?" Reviews in American History (The Johns Hopkins University Press) 1, no. 2 (June 1973): 218-223.
Messerli, Jonathan, Horace Mann. New York: Alfred A. Knopf, Inc., 1971.
Mudge, G.O. "Horace Mann and his Educational Ideas." The High School Journal (University of North Carolina Presse) 20, no. 5 (May 1937): 163-169, 198.
Tyack, David B. Seeking Common Ground: Public Schools in a Diverse Society. President and fellows of Harvard College, 2003.
Vinovskis, Maris A. "Horace Mann on the Economic Productivity of Educatoin." The New England Quarterly (The New England Quarterly, Inc.) 43, no. 3 (December 1907): 550-571.
Ralph Waldo Emerson 1803-1882. The Heath Anthology of American Literature. Ed. Paul Lauter. Boston: Houghton, 1998. 1578-1690.
Education did not form part of the life of women before the Revolutionary War and therefore, considered irrelevant. Women’s education did not extend beyond that of what they learned from their mothers growing up. This was especially true for underprivileged women who had only acquired skills pertaining to domesticity unlike elite white women during that time that in addition to having acquired domestic skills they learned to read a result becoming literate. However, once the Revolutionary War ended women as well as men recognized the great need for women to obtain a greater education. Nonetheless, their views in regards to this subject differed greatly in that while some women including men believed the sole purpose of educating women was in order to better fulfil their roles and duties as wives and mothers others believed the purpose of education for women was for them “to move beyond the household field.” The essays of Benjamin Rush and Judith Sargent Murray provide two different points of view with respects to the necessity for women to be well educated in post-revolutionary America.
Born in Pampa, Texas, Stephen B. Oates has been known for his distinguished books of American history and has received many honorable awards. Despite his early years in pursuing a business career, he ended up specializing in American history. He graduated from the University of Texas at Austin with a Bachelor’s degree (magna cum laude) in 1958. Having received his Masters in 1960 and nine years later, his PhD in education, Oates has been a lecturer and guest speaker at many colleges and has appeared on television and radio. One of his notable awards includes the Master Teacher Award from the University of Hartford in 1985. He was a semi finalist in the National Professor of the Year competition winning the silver medal that same year. He has nearly 35 years of teaching experience and is currently a professor at the University of Massachusetts in Amherst. He also holds membership in the Society of American Historians, the American Antiquarian Society, and the Texas Institute of Letters. In his books, Oates has been recognized for writing controversia...
“To form a new Government, requires infinite care, and unbounded attention; for if the foundation is badly laid the superstructure must be bad. (George Washington quotes. n.d.)” This is a quote that George Washington wrote in a letter to John Augustine Washington on May 31st, 1776, which was over a decade before he became president. 227 years ago, the United States inaugurated our first president, George Washington. Washington influenced the success of the United States. His accomplishments before and during his presidency, formed the new government, which we practice today. He was an extremely patriotic man, and many people saw that in him. He possessed such patriotism and common sense, it won him the election to be the first president. The
Gutek, G. L. (1995). A history of the western educational experience. Prospect Heights, Ill: Waveland Press.
Education was believed to have also been a key to self-advancement in this society. Education then became important for political means, the social good, and the individual good of citizens, states, and the United States as a whole. With the creation of a new education bill and the building of new schools, Thomas Jefferson strongly believed that providing education was “the most certain, and the most legitimate engine of government” as the people are “the only sure reliance for the preservation of our liberty” (Urban, 2009, p. 83). While many theories of educational systems were proposed during this time, schools were ultimately created at the local level by small groups of individuals.
In early America, the funding for schools mandated subjects taught were reading, writing, arithmetic, geography with English grammar except theology. Founded during the revolution era were eight colleges including Harvard; prior wealthy families sent their boys to Europe for higher education. First printed was the original New England Primer in Boston, during the 1680-1690 periods. It was the staple of American Education for over 150 years. The first children’s prayer “Now I Lay Me Down To Sleep” first appeared in this Primer.
Mill, John S. The Basic Writings of John Stuart Mill. New York, New York: Modern Library, 2002. Print.
Anderson, David D. "Sherwood Anderson's Moments of Insight." Critical Essays on Sherwood Anderson. Boston: G.K. Hall, 1981. 155-170.
Kupperman, Karen Ordahl. “Thomas Morton, Historian”. The New England Quarterly, Vol. 50, No.4 (Dec., 1977), pp. 660-664. The New England Quarterly, Inc. .
Julian Nava was one of the people who fought to end IQ testing. He believed that students that did not get high IQ scores still had the potential to be something greater than a factory worker.
"Nathaniel Hawthorne." American Studies @ The University of Virginia. N.p., n.d. Web. 30 Nov. 2013. http://xroads.virginia.edu/~ma01/lisle/dial/hawthorne.html
...nary of American History. Ed. Stanley I. Kutler. 3rd ed. Vol. 6. New York: Charles Scribner's Sons, 2003. 135. Student Resources in Context. Web. 19 Apr. 2014.
Published in American Educational Research Journal, this paper gives insight into how racial diversity stretches beyond educational engagement and social composition. The significant difference made by diversity-related efforts, such as hybridized racial interactions and policies is fully explored. The findings of the study presented can be generalized to the argument of institutional racism as this piece presents rationale against it. The limitations of paper is the insufficient detail regarding educational context needed to illustrate the steps institutions can take to apply diversity.
Works Cited “American Literature 1865-1914.” Baym 1271. Baym, Nina et al. Ed. The Norton Anthology of American Literature.