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Full-Text Articles in History

State Of The Field: What Is The Legacy Of The Common Schools Movement? Revisiting Carl Kaestle's 1983 Pillars Of The Republic, Johann N. Neem Jun 2016

State Of The Field: What Is The Legacy Of The Common Schools Movement? Revisiting Carl Kaestle's 1983 Pillars Of The Republic, Johann N. Neem

History Faculty and Staff Publications

Perhaps no one put it better than Ellwood Cubberley who, during the first half of the twentieth century, was America’s best-known education historian. Cubberley had attended common schools in Indiana, taught school, and served as superintendent in San Diego, before becoming an education professor at Stanford in 1898 and receiving his doctorate from Teachers College. In his 1919 Public Education in the United States, written for normal-school students, Cubberley laid down a moral tale. He was on the side of the school reformers. His story told of the heroic efforts of Horace Mann and others to overcome ignorance and ...


Does History Matter? A Cautionary Tale For The Tuning Project, Johann N. Neem Apr 2013

Does History Matter? A Cautionary Tale For The Tuning Project, Johann N. Neem

History Faculty and Staff Publications

There is good reason to be concerned about the future of academic history and, more generally, the liberal arts. As increasing numbers of Americans seek higher education, colleges are under pressure to serve directly the vocational needs of students and businesses. Recent efforts to defend the liberal arts therefore emphasize the development of "transferable skills." A liberal education, advocates argue, prepares students for high-level jobs because it fosters critical thinking, analytical skills, and creativity. There is evidence that these skills may be developed more effectively in the liberal arts than in vocational fields.


Is Jefferson A Founding Father Of Democratic Education?, Johann N. Neem Jan 2013

Is Jefferson A Founding Father Of Democratic Education?, Johann N. Neem

History Faculty and Staff Publications

This response argues that it is reasonable to consider Thomas Jefferson a proponent of democratic education. It suggests that Jefferson's education proposals sought to ensure the wide distribution of knowledge and that Jefferson's legacy remains important to us today.