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Published online by Cambridge University Press: 24 February 2017
What follows will be a historical account of somewhat unfamiliar events and people. The aim is less to recall a nearly forgotten episode than to suggest its ironic complement to the current effort to raise standards in the teaching and learning of history. Typical for the discipline, the narrative draws upon the research of others, and several scholars have helped prepare the conceptual ground. Of the latter, four will be cited briefly by way of an introduction: John Dewey and the most recent presidents of the History of Education Society.
1 Dewey, John, Interest and Effort in Education (Carbondale, Ill., 1975 [191.3]). See “Preface” by Wheeler, James E., ibid., vii–xvi.Google Scholar
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6 Seller, Maxine Schwartz, “Boundaries, Bridges, and the History of Education,” History of Education Quarterly 31 (Summer 1991): 195–206.Google Scholar
7 Dorr, Thomas Wilson, “Human Happiness” (1833), Dorr Manuscripts, Rider Collection, John Hay Library, Brown University.Google Scholar
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46 Ibid., 16. Katz seems to agree with Katznelson and Weir that “The inescapable tensions between the public and private realms, and battles at this boundary about the extensiveness of equal citizenship and popular sovereignty, took place in and were moderated in part by the system of schooling for all.” See Katznelson, Ira and Weir, Margaret, Schooling for All: Class, Race, and the Decline of the Democratic Ideal (New York, 1985), 9–10.Google Scholar