The Common School Awakening
The Common School Awakening

Author: David Komline

Publisher: Oxford University Press

Published: 2020-09-01

Total Pages: 313

ISBN-13: 0190085177

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A statue of Horace Mann, erected in front of the Boston State House in 1863, declares him the "Father of the American Public School System." For over a century and a half, most narratives about early American education have taken this epithet as the truth. As Mann looms over the Boston Common, so he has also loomed over discussions of early American schooling. Other scholarship has emphasized economic factors as the main reason for the emergence of public schools. The Common School Awakening offers a new narrative about the rise of public schools in America that counters these conceptions. In this book, David Komline explains how a broad and distinctly American religious consensus emerged in the first half of the nineteenth century, allowing people from across the religious spectrum to cooperate in systematizing and professionalizing America's schools in an effort to Christianize the country. At the height of this movement, several states introduced state-sponsored teacher training colleges and concentrated government oversight of schools in offices such as the one held by Mann. Shortly thereafter, the religious consensus that had served as the foundation for this common school system disintegrated. But the system itself remained, the legacy of not just one man, but of a whole network of reformers who put into motion a transatlantic and transdenominational religious movement - the "Common School Awakening."

Imagining Rhetoric
Imagining Rhetoric

Author: Janet Carey Eldred

Publisher: University of Pittsburgh Pre

Published: 2017-03-13

Total Pages: 294

ISBN-13: 0822978814

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Imagining Rhetoric examines how womenÆs writing developed in the decades between the American Revolution and the Civil War, and how women imagined using their education to further the civic aims of an idealistic new nation. In the late eighteenth century, proponents of female education in the United States appropriated the language of the Revolution to advance the cause of womenÆs literacy. Schooling for women—along with abolition, suffrage, and temperance—became one of the four primary arenas of nineteenth-century womenÆs activism. Following the Revolution, textbooks and fictions about schooling materialized that revealed ideal curricula for women covering subjects from botany and chemistry to rhetoric and composition. A few short decades later, such curricula and hopes for female civic rhetoric changed under the pressure of threatened disunion. Using a variety of texts, including novels, textbooks, letters, diaries, and memoirs, Janet Carey Eldred and Peter Mortensen chart the shifting ideas about how women should learn and use writing, from the early days of the republic through the antebellum years. They also reveal how these models shaped womenÆs awareness of female civic rhetoric—both its possibilities and limitations.

Research in History and Philosophy of Mathematics
Research in History and Philosophy of Mathematics

Author: Maria Zack

Publisher: Springer Nature

Published: 2020-01-02

Total Pages: 180

ISBN-13: 3030312984

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This volume contains ten papers that have been collected by the Canadian Society for History and Philosophy of Mathematics/Société canadienne d’histoire et de philosophie des mathématiques. It showcases rigorously-reviewed contemporary scholarship on an interesting variety of topics in the history and philosophy of mathematics from the seventeenth century to the modern era. The volume begins with an exposition of the life and work of Professor Bolesław Sobociński. It then moves on to cover a collection of topics about twentieth-century philosophy of mathematics, including Fred Sommers’s creation of Traditional Formal Logic and Alexander Grothendieck’s work as a starting point for discussing analogies between commutative algebra and algebraic geometry. Continuing the focus on the philosophy of mathematics, the next selections discuss the mathematization of biology and address the study of numerical cognition. The volume then moves to discussing various aspects of mathematics education, including Charles Davies’s early book on the teaching of mathematics and the use of Gaussian Lemniscates in the classroom. A collection of papers on the history of mathematics in the nineteenth century closes out the volume, presenting a discussion of Gauss’s “Allgemeine Theorie des Erdmagnetismus” and a comparison of the geometric works of Desargues and La Hire. Written by leading scholars in the field, these papers are accessible not only to mathematicians and students of the history and philosophy of mathematics, but also to anyone with a general interest in mathematics.