By Philip A. Cusick
In his enticing new booklet, Philip Cusick places the non-public again into schooling through reading the academic stories of 7 eminent american citizens ?— Benjamin Franklin, Abraham Lincoln, Jane Addams, W. E. B. Du Bois, Eleanor Roosevelt, J. Robert Oppenheimer, and Dorothy Day. Devoting a bankruptcy to every, Cusick describes what they discovered, how they discovered, what they known as their schooling, and the way they used schooling to set up their position on the planet. greater than supplying only a sequence of non-public histories, Cusick argues that the discourse approximately schooling has become a discourse approximately academic associations. yet his descriptions convey that you will discuss schooling with no speaking approximately colleges, speak about studying with out speaking concerning the kingdom curriculum, speak about fulfillment with no speaking approximately attempt ratings, and speak about responsibility with no speaking approximately instructor practise. gains: * A cogent account of the information and occasions of every individual?’s era?—from colonial occasions, while faculties have been few, to the current, while institutionalized education performs a bigger position. * Chapters that illustrate how moral studying stood among what those americans knew and what they did, how they have been encouraged via their households, how a lot in their schooling got here from formal education, and the way they persisted studying all through their lives. * an summary of the typical pillars upon which those americans built their schooling: early and severe analyzing, own id with large-scale beliefs, autodidacticism, like-minded colleagues, profiting from education, guiding mentors, paintings that learned prior beliefs, the power to articulate rules, and rising management.
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Additional resources for A Passion For Learning: The Education Of Seven Eminent Americans
British manufacturers supported the repeal of the Stamp Act, but threatened by America’s manufacturing potential, they continued their mercantilist thinking. Americans boycotted British goods, resisted the military occupation, and threw the tea into Boston Harbor. Although Franklin proclaimed his loyalty and attempted to argue America’s case with the more reasonable among England’s leaders, he was unable to prevent the coming conflict. He had assisted in some victories, the repeal of the Stamp Act among them, but in the end he was himself hauled before the Parliament’s Privy Council and blamed for the problems: “When I see that all petitions and complaints of grievances are so odious to governments that even the mere pipe which conveys them becomes obnoxious, I am at a loss to know how peace and union are to be maintained” (Van Doren, 1938, p.
34) and one of Abraham’s classmates describes a teacher as able to “teach spelling and reading and indifferent writing and possibly could cipher to the rule of three, but he had no other qualifications of a teacher unless we accept large size and bodily strength” (Herndon & Weik, 1889/1930, p. 18). Whatever the instructional circumstances, Abraham attended school for brief periods during his 7th, 10th, 14th, and 17th years. The total was less than 12 months, and of the experience he later said that he “went to school by littles .
Lincoln was back in public life. As much as he hated slavery and argued against it, he hated more what it did to the country and so he came to represent a middle ground between unionists and abolitionists. He was opposed to extending slavery into the territories, as the Kansas-Nebraska Act would permit; was willing to take a strong stand while not alienating western democrats; and was opposed to the Anti-Immigration Party. His background made him appealing to working people, and he did not hesitate to use his life as a poor man’s son as an argument for equality.