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Beyond the Debate over Revisionism: Three Educational Pasts Writ Large

Published online by Cambridge University Press:  24 February 2017

Jurgen Herbst
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Extract

A year ago, at this occasion, Clarence Karier closed his address with the observation that “our need today for a broader, more sophisticated educational history, comprehensively conceptualized on sound, structured ideas derived from free minds, playfully interacting with each other and the primary sources perhaps has never been greater, nor given today's social climate, more difficult to produce.” Nothing has happened during the past twelve months that would lead me to change this assessment. As before we stand in need of free minds; minds which are committed to comprehensiveness and rigor in their scholarly labors; minds which excel and delight in the play of intelligence with ideas and sources. As before, too, we are distraught by the indifference, even hostility, which our society, caught now in its own economic and moral crisis, manifests towards our concern for a more comprehensive, a more sophisticated understanding of our educational past; an understanding which, we hope, could be more adequate, more helpful for and in assessing our educational present.

Type
Articles
Information
History of Education Quarterly , Volume 20 , Issue 2 , Summer 1980 , pp. 131 - 145
Copyright
Copyright © 1980 by History of Education Society 

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References

Notes

1 Karier, Clarence H., “The Quest for Orderly Change: Some Reflections,” History of Education Quarterly, 19 (Summer 1979): 175.Google Scholar

2 Bailyn, Bernard, Education in the Forming of American Society (New York, 1960), p. 9.Google Scholar

3 Committee on the Role of Education in American History, The Role of Education in American History (New York, 1957).Google Scholar

4 Ravitch, Diane, The Revisionists Revised: A Critique of the Radical Attack on the Schools (New York, 1978), pp. 30–31.Google Scholar

5 Ravitch, , The Revisionists, p. 36.Google Scholar

6 Bailyn, , Education in the Forming, p. 8.Google Scholar

7 For the law establishing the normal schools see Chapter 537 of Wisconsin General Laws of 1865, pp. 643–651.Google Scholar

8 Jorgenson, Lloyd P., The Founding of Public Education in Wisconsin (Madison, Wisconsin, 1956), p. 173.Google Scholar

9 Pickard, J. L., Fourteenth Annual Report of the Superintendent of Public Instruction (Madison, Wisconsin, 1862) pp. 60–62.Google Scholar

10 Chapter 116, Wisconsin General Laws of 1866, pp. 160–165.Google Scholar

11 Cf. Krug, Edward A., The Shaping of the American High School (New York, 1964), p. 6.Google Scholar

12 Wisconsin Journal of Education, Vol. 9 (March, 1879): 108.Google Scholar

13 Ibid., Vol. 31 (March, 1901): 67–70.Google Scholar

14 Ibid., Vol. 23, (June 1893):123–124.Google Scholar

15 March 27, 1866, quoted in Wasserman, Jeff, “Wisconsin Normal Schools and the Educational Hierarchy, 1860–1890,” Journal of the Midwest History of Education Society, 7 (1979): 3.Google Scholar

16 Bernard, Richard M. and Vinovskis, Maris A., “The Female School Teacher in Ante-Bellum Massachusetts,” Journal of Social History, 10 (1977): 332–345. The quotation is from p. 333.Google Scholar

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25 See as an example, Heinemann, Manfred, “Die Assimilation fremdsprachiger Schulkinder durch die Volksschule in Preussen seit 1880,” Bildung und Erziehung, 28 (1975): 53–69, and Klessmann, Christoph, Polnische Bergarbeiter im Ruhrgebiet, 1870–1945: Soziale Integration und nationale Subkultur einer Minderheit in der deutschen Industriegesellschaft (Göttingen, 1978).Google Scholar

26 See my “White Collar, Blue Collar, and No Collar: Comparison, Anyone?” Reviews in American History, (December 1978): 562–569.Google Scholar

27 See Katz, Michael B., “Alternative Proposals for American Education: The Nineteenth Century,” in Class, Bureaucracy and Schools (New York, 1975), pp. 3–55.Google Scholar