By James W. Fraser
The practise of America's academics is likely one of the prime matters dealing with schooling within the usa this day. during this compelling account, James W. Fraser, an eminent historian of schooling, takes readers via centuries of instructor training to discover its improvement from colonial occasions to present standards-based types. Fraser examines a large array of institutional preparations, similar to extra prevalent "normal colleges" and no more famous preparations, together with instructor institutes and highschool courses in speedily increasing towns, segregated groups, rural parts, and Indian reservations. For any reader wishing to appreciate the best way to organize lecturers and reform faculties, Fraser's incisive survey presents much-needed ancient grounding.
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Additional resources for Preparing America's Teachers: A History (Reflective History Series)
2 Educating Women, Women as Educators 1800–1860 In 1856 Mary Buffington Adair took a teaching position at the Caney Creek School in what was then the autonomous Cherokee Public School system in the Indian Territory that would, in 1908, become a part of the state of Oklahoma. Her classmates Caroline Elizabeth Bushyhead began teaching at the Muddy Springs School, and Lucinda M. Ross started at the Oak Grove School at about the same time. Several of their classmates also began teaching in other of the Cherokee Public Schools in the years just before the start of the Civil War.
While the colonial colleges did prepare teachers—John Adams’s experience was not atypical—colleges never prepared a substantial portion of the teachers in the colonial or early national period. With rare exceptions, the college graduates never stayed in teaching long enough to make a meaningful impact. While 40 percent of Harvard’s colonial graduates may have taught, only 3 percent stayed in teaching as a lifetime career. The graduates of the academies and of the more informal routes to teaching followed similar patterns.
Willard was also, happily for his new wife, a Jeffersonian Republican in a region still dominated by Federalists. As for many in New England, the War of 1812–1815 brought hard times to the Willard family. In 1814 they opened a boarding school in their own home, which not only helped their income but also became the springboard from which Willard could develop her ideas about the proper education for women. Indeed, in her own writings, Willard saw no discontinuity between the school she opened in her Vermont home in 1814 and its more formal successor in Troy, New York, that began in 1821.
Preparing America's Teachers: A History (Reflective History Series) by James W. Fraser