New PDF release: Women in American Education, 1820-1955: The Female Force and

By June Edwards

ISBN-10: 0313074070

ISBN-13: 9780313074073

ISBN-10: 0313319472

ISBN-13: 9780313319471

The lives and contributions of 8 woman educators who prompted smooth American colleges are defined, in addition to the ancient context within which the ladies lived and labored. those girls challenged the male institution, broke obstacles, and applied thoughts heralded at the present time as radical reforms, resembling instructor facilitation, scholar initiative, energetic studying, which means development, and functional functions of data. They under pressure open-ended learn, creativity, and the combination of subject material, and so they promoted severe considering, peer cooperation, and shared teacher/student decision-making. The women's equipment have been radical of their personal day, and in lots of methods nonetheless are.The woman reformers defined during this e-book opened the doorways of schooling to the bigger public, usually operating with humans excluded from conventional associations, together with adult females, the very younger, the mentally disabled, immigrants of every age, homemakers, and African-American adolescence. with out executive subsidy, every one of these educators needed to paintings with meager assets and always bring up funds for his or her faculties and different tasks via giving speeches, writing books and articles, soliciting filthy rich donors, or even organizing bazaars and bake revenues. With huge, immense self belief within the worthy in their endeavors, they endured regardless of many hardships and gave their whole lives to making new academic and profession possibilities.

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Additional info for Women in American Education, 1820-1955: The Female Force and Educational Reform (Contributions to the Study of Education)

Sample text

1849). Aesthetic papers. Boston: Author. ———. ). (May 1873 to December 1875 and January to December 1877). Kindergarten Messenger. ———. (1877). Guide to the kindergarten and intermediate class. New York: E. Steiger. (First published in 1864 and revised in 1869). ———. (1880). Reminiscences of the Reverend William E. Channing. Boston: Roberts Brothers. ———. (1906). Lectures in the training schools for kindergartners. Boston: D. C. Heath. (First published in 1888). SELECTED OTHER WORKS BY ELIZABETH PALMER PEABODY First steps to the study of history.

All school activities should be aimed at helping children achieve success because unsuccessful efforts were so discouraging as to prevent them from wanting to work further. Guidance by the teacher should be tentative and respectful of the child’s will, with care taken not to choke spontaneity. Education, stated Peabody, was primarily moral and spiritual, by example rather than precept. The major tasks of a teacher were to produce tender, respectful courtesy in the pupils towards each other, aiding them to discover and develop their personal strengths and goals.

Although it was flattering for men to think that girls could learn as much as boys with less qualified teachers and no library, she remarked sarcastically, such was not possible. She put forth a plan for what she considered to be a proper curriculum for educating young females for intelligent adulthood. She valued the domestic arts, but incorporated into the girls’ studies the same rigorous subjects as those found in schools for male students. The mere committing to memory of the facts contained in books, is but a small portion of education.

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Women in American Education, 1820-1955: The Female Force and Educational Reform (Contributions to the Study of Education) by June Edwards

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