Annual Report Of The School Committee Of The City Of Boston
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Author | : Boston (Mass.). School Committee |
Publisher | : |
Total Pages | : 520 |
Release | : 1882 |
Genre | : Education |
ISBN | : |
18 -1905 include the Annual report of the superintendent of public schools.
Author | : |
Publisher | : |
Total Pages | : 532 |
Release | : 1926 |
Genre | : |
ISBN | : |
Author | : School Committee of the City of Boston |
Publisher | : |
Total Pages | : 368 |
Release | : 1858 |
Genre | : Schools |
ISBN | : |
Author | : United States. Office of Education |
Publisher | : |
Total Pages | : 1372 |
Release | : 1901 |
Genre | : Education |
ISBN | : |
Author | : New York State Library (Albany, NY) |
Publisher | : |
Total Pages | : 290 |
Release | : 1852 |
Genre | : |
ISBN | : |
Author | : Public Library of Brookline |
Publisher | : |
Total Pages | : 808 |
Release | : 1866 |
Genre | : |
ISBN | : |
Author | : Michigan State Library |
Publisher | : |
Total Pages | : 660 |
Release | : 1874 |
Genre | : |
ISBN | : |
Author | : Jon C. Teaford |
Publisher | : JHU Press |
Total Pages | : 498 |
Release | : 2019-12-01 |
Genre | : History |
ISBN | : 142143525X |
Originally published in 1984. In 1888 the British observer James Bryce declared "the government of cities" to be "the one conspicuous failure of the United States." During the following two decades, urban reformers would repeat Bryce's words with ritualistic regularity; nearly a century later, his comment continues to set the tone for most assessments of nineteenth-century city government. Yet by the end of the century, as Jon Teaford argues in this important reappraisal, American cities boasted the most abundant water supplies, brightest street lights, grandest parks, largest public libraries, and most efficient systems of transportation in the world. Far from being a "conspicuous failure," municipal governments of the late nineteenth century had successfully met challenges of an unprecedented magnitude and complexity. The Unheralded Triumph draws together the histories of the most important cities of the Gilded Age—especially New York, Chicago, Boston, Philadelphia, St. Louis, and Baltimore—to chart the expansion of services and the improvement of urban environments between 1870 and 1900. It examines the ways in which cities were transformed, in a period of rapid population growth and increased social unrest, into places suitable for living. Teaford demonstrates how, during the last decades of the nineteenth century, municipal governments adapted to societal change with the aid of generally compliant state legislatures. These were the years that saw the professionalization of city government and the political accommodation of the diverse ethnic, economic, and social elements that compose America's heterogeneous urban society. Teaford acknowledges that the expansion of urban services dangerously strained city budgets and that graft, embezzlement, overcharging, and payroll-padding presented serious problems throughout the period. The dissatisfaction with city governments arose, however, not so much from any failure to achieve concrete results as from the conflicts between those hostile groups accommodated within the newly created system: "For persons of principle and gentlemen who prized honor, it seemed a failure yet American municipal government left as a legacy such achievements as Central Park, the new Croton Aqueduct, and the Brooklyn Bridge, monuments of public enterprise that offered new pleasures and conveniences for millions of urban citizens."
Author | : Boston (Mass.). School Committee |
Publisher | : |
Total Pages | : 288 |
Release | : 1860 |
Genre | : Education |
ISBN | : |
18 -1905 include the Annual report of the superintendent of public schools.
Author | : Kelly Ann Kolodny |
Publisher | : IAP |
Total Pages | : 229 |
Release | : 2014-04-01 |
Genre | : Education |
ISBN | : 1623966906 |
Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.