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By Jurgen Herbst

Jurgen Herbst lines the debates, discussions, pronouncements and studies wherein americans have sought to explain their conceptions of the targets and reasons of schooling past the typical university. The as soon as and destiny School argues that to make feel of the present trials of secondary academic process and to keep up any feel of course and imaginative and prescient for its destiny, we'd like a transparent figuring out of its course long ago and of its environment in a multi-national international. From their beginnings in colonial the US to the current day, Jurgen Herbst lines the debates, discussions, pronouncements and studies during which american citizens have sought to hammer out and make clear their conceptions of the ambitions and reasons of schooling past the typical institution.

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Extra resources for The Once and Future School: Three Hundred and Fifty Years of American Secondary Education

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28 As time went on, the diversity of opportunities for schooling increased. A rising demand for instruction in the trades, in business, surveying, bookkeeping, mensuration, and navigation ushered in academies with modern curricula in mathematics, geography, astronomy, the sciences, and 18 THE ONCE AND FUTURE SCHOOL modern languages. Private initiatives responded to the needs of an expanding business and trade, and began to rival the public thrust for the classical training of the commonwealth’s future leadership.

Yale students, they thought, being two to three years younger than their European counterparts, were far too young and unprepared for university work; they required strict, disciplinary supervision. ”41 For the American college, serving the needs of a democratic nation, there really was no model to copy anywhere on the globe. If a kindred institution could be found at all on the Continent, the Yale scholars wrote, it would have to be the German gymnasium. But the gymnasium was a day school without common meals and family-style living, and thus it, too, could not really provide a model for the college.

He saw no reason to object to the taxpayer-financed largesse for middle-class boys. The story was different, however, for Boston’s middleclass girls. School reformers and the parents of girls set out to convince the taxpayers that a high school for girls was ultimately as cost-efficient and beneficial as one for boys. Certainly, they argued, the city would benefit when girls received further education for their expected roles as wives and mothers. In addition, before marriage and motherhood or as widows and spinsters, women, young and old, could aid the city as teachers in the common schools.

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