Recent years have seen a renewal of interest in the field of curriculum development. Until now, however, relatively little account has been taken of the historical aspects of curriculum change. The relationship between Renaissance achievements and humanist education The contribution made by educationists of the Civil War period who drew their inspiration from science rather than the classics. Nineteenth-century developments on art education and an assessment of the work of the scientific innovators. ISBN: Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received.
It also looks at the education of the main professions in sixteenth century England and at how twentieth-century university teaching is a key profession for the training of new recruits to other professions. Bamford, J. Dobson, and Harold Perkin. There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families.
This volume, originally published in , examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. Originally published in , this volume examines the relationship between the history and sociology of education.
History does not stand in isolation, but has much to draw from, and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to have its own aims and methodology.
Originally published in , this book is concerned with education as part of a larger social history. The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.
Originally published , this title reveals how the missionaries, so often misguided and short-sighted, were in fact pioneers of modernization, science and freedom.
The structure of the book allows for comparative analysis and the volume illustrates how some of the social consequences of action through the schools could be foreseen. In addition light is thrown on the results of Imperial rule during the nineteenth century and on the nature of the impact of Western education in Asia and Africa. ISBN Study of the history of education often only begins with the nineteenth century.
This volume provides an account of the early development of English education.
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The schools and universities of the mediaeval period arose to meet the social needs of that time. The book—originally published in —charts developments up to the sixteenth century when the Reformation brought profound social and religious changes which affected education: not only the organisation of schools and universities but also the curriculum. This was the turning point when the foundations of an educational system, in the modern sense of the term, were laid. Originally published in , this book describes the medieval origins of the British education system, and the transformations successive historical events—such as the Reformation, the Civil War and the Industrial Revolution—have wrought on it.
It examines the effect on the educational pattern of such major cultural upheavals as the Renaissance; it looks at the different parts played by church and state, and the influence of new social and educational philosophies. When originally published in , this work was the first history of English schools before the Reformation, reckoned from the accession of Edward VI. This volume reprints the edition of Contents include:. Originally published in , this volume analyses aspects of elementary schooling in the nineteenth century and the ways in which it prepared working-class children for life in industrial Britain.
The procedures and practices of different types of schools. The first part of this volume—originally published in —examines physical education in classical Greece and Imperial Rome during the first and second centuries A.
Each of these periods witnessed remarkable developments in the practice and theory of physical education: developments which still have present-day significance. The second part of the book traces the simultaneous development of physical education in different parts of the USA and Europe from the end of the eighteenth century onwards. The emphasis of this book—originally published in —is on psychological and cultural understanding of education, in terms of persons and relationships, rather than processes. The book:. The historiography on Atlanta illuminates a city characterized by image concerns; by economic prosperity and extreme poverty; by white and black leaders, who for their own reasons—converging and sometimes diverging—ascribed to pragmatism, gradualism, and moderation; and by white and black activists working separately and together.
This body of work centers Atlanta's history within the larger historical debates about conservatism, metropolitan and urban politics, the politics and strategies of the civil rights movement, and black educational opportunity. As an elite school that garnered both local and national attention, informed by a developing and changing national private school agenda, Westminster provides an important lens for analyzing the relationships between race, class, and school desegregation, with a focus on how private school politics became more public as whites and blacks responded during the Civil Rights era.
The story of Westminster presents a richly textured case study with local, regional, and national implications that helps illuminate the actions and deliberations of white school leaders and their shifting positions on race, and the educational space into which some white moderate city leaders, while advocating for desegregation, sent their children.
Between and , Westminster became a fixture in Atlanta's elite white community, and Pressly became a leader in the national independent school world. Westminster's growth was predicated on the availability of students and a perceived need by school leaders for a school like Westminster in Atlanta. With the decline of the Napsonian School, a private school established in , James Ross McCain, president of Agnes Scott College and board member of the Napsonian, wrote in to family friend Pressly about the desire for a strong independent school in Atlanta.
Rather than nominate someone else, Pressly nominated himself. To begin establishing the school's potential relationship to the larger public, Pressly immediately made his presence known in Atlanta by seeking the advice of Atlanta's leading white business leaders. Such men were often at the center of the biracial coalition between the white business community and black leaders that negotiated desegregation politics while trying to sustain Atlanta's economic prosperity and positive image. The Westminster board was chaired by Vernon S.
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Broyles, Jr. Composed of three schools—a junior school kindergarten through seventh grade , a girls school eighth through twelfth grades , and a boys school eighth through twelfth grades , the new school was named The Westminster Schools. Westminster's initial promotional materials indicated that school leaders wanted the school to be thought of as locally and nationally important.
VOLUME II: CHAPTER 6-18
Therefore, hundreds of our young people are sent away to school year after year. William L. In its initial years, Westminster secured its niche in Atlanta's white community by increasing enrollment, developing a large physical plant, and garnering local financial support. Pressly, December 16, , record group 4. By the Brown decision, the school's second major fundraiser commenced when Ivan Allen, Jr. As Calhoun v. Latimer was litigated in , one year after the desegregation of Little Rock's Central High School, Pressly reported denying eighteen hundred applications.
Westminster enrolled 1, students and employed faculty and staff members. Prior to Westminster's establishment, at least one independent school leader, Mira B. Following Wilson's call, independent schools made slight strides in the s, just as Westminster was establishing itself. By , Pressly became chairman of the NCIS Executive Committee just as independent school leaders grappled with more national social and educational issues. He also held membership on the Georgia Accrediting Commission. Arthur S. Miller's legal analysis, Racial Discrimination and Private Education , discussed whether private schools were exempt from the conversation about the implementation and reach of public school desegregation.
Clearly, change was in the air for elite independent schools. Race was at the forefront of local and national politics in the late s and early s, and whites and blacks were pushing school leaders to address racial segregation. Westminster leaders responded in ways that acknowledged the changes but preserved segregation.
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In November , while Calhoun v. Latimer was in the courts and HOPE was beginning to combat the state's massive resistance, Westminster board members also appointed a committee to discuss the state law that called for the closure of white public schools if desegregation occurred.
March , Roland M. The committee made no landmark decisions except not to enlarge the size of Westminster's student body.
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The year was a significant year for Westminster, Atlanta, and Georgia. The state legislature overturned its segregation laws and black students desegregated the University of Georgia and Atlanta Public Schools.
Regrettably, some of the school's parents weren't ready for such a change. GACHR's efforts focused on the desegregation of public services such as transportation and healthcare , commercial facilities e.
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In May, Eliza Paschall, a white female and executive director of the GACHR, wrote to Pressly about blacks being forced to sit in the Westminster balcony during the baccalaureate service at the end of the school year. It was asked that the Council help dispel this erroneous notion, where it was found to exist. Pressly's request to end rumors regarding the admission of black students signaled an avoidance of desegregation, despite black Atlantans having challenged Westminster's policy that year.
In his annual report to the board, Pressly discussed four controversial issues in independent school education, including the question of desegregation: At your direction, the school has tested every candidate who has applied for admission.