The Development of Education in Massachusetts, 1630-1930

A reprint from the 93rd Annual Report of the Department of Education, this pamphlet contains a timeline of the history of education in Massachusetts, prepared for use in the Normal Schools. The timeline is divided into five periods: Colonial Education, 1630-1789: In this period the Massachusetts system of schools was founded, in rough outline – dame schools, elementary schools, secondary schools, and colleges. In the latter part of the period local district schools became prominent and academies arose in the secondary field; also secular textbooks began to replace religious books. Development of State Education – Citizenship, 1789-1860: Upon the formation of the United States Government, education was taken up by the individual states – the civic purpose superseded the older religious aim. District schools and academies at first were dominant. Gradually graded town schools and public high schools developed. Definite steps were taken toward State direction of education at public expense, under Horace Mann\u27s influence. Following him came a marked expansion in the scope of public education. Beginnings of Modern Education, 1860-1890: This period is marked by the development of modern types of institutions; by active reforms in methods of instruction; by the expansion of State control; by the growth of supervision; and by the differentiation due to introduction of new subjects. Education a Science, Teaching a Profession, 1890-1910: From this time on, the educational development of Massachusetts becomes in a measure a part of certain movements affecting the whole country, based on the scientific study of education – influence of Herbart and Froebel; the (“new Psychology,” child study and adolescence; university departments of education; influence of President Eliot and John Dewey. In Massachusetts – Nature Study and Manual Training movements; Vocational Education; Medical Inspection. Educational Extension, Testing Achievement, 1910-1930: This is a period of testing by scientific methods; of better organization of courses; of extension along vocational and cultural lines; of greater attention to the needs of individuals; of broader training of teachers; of centralization of administration

Southern Appalachian Settlement Schools as Early Initiators of Integrated Services

This historical-descriptive study examined Southern Appalachian settlement schools as early initiators of integrated health and social services with education from the 1900s through the 1970s. Three schools were studied: Hindman Settlement School (KY), Pine Mountain Settlement School (KY) and Crossnore School, Inc. (NC). The purpose of the study was to determine the type and extent of services provided, the relationship of the settlement schools with their respective county public school system, and the transfer, if any, of integrated services from the settlement schools to public schools as the public schools took over educational responsibilities once offered by the settlement schools. The conclusions of this study were that extensive integrated services were offered, changing in type over time, the relationship of the settlement schools with their respective county public school systems was, for the most part, cooperative and sometimes collaborative, and there was no transfer of integrated services from the settlement schools to the public schools. Instead, the settlement schools became an integrated service to the public schools. An additional finding was that Pine Mountain Settlement School engaged in a primitive form of privatization with the Harlan County Board of Education. Further, all three settlement schools, through the wide range of services offered, were builders of communities

Protecting the rights to basic education of immigrant learners in South African public schools

The influx of immigrants into countries around the world is rising steadily (Palmary, 2009). Reviewed literature asserts that the most vulnerable immigrants are accompanied and unaccompanied children (Tshilenge, 2013). Although most countries grant these learners the right to basic education, South African public schools allow only those with study permits to be accepted (Spreen & Vally, 2012). Obtaining study permits is a challenge that limits their access to quality education. The study examined how public schools in the Ekurhuleni East region of Gauteng in South Africa protect the right to basic education of immigrant learners. Through qualitative research, factors that affect access to quality education were examined. These included admission into public schools, teaching and learning in the classroom, social and cultural integration, and safety and security school. The research most schools did not review their language policies to accommodate the needs of immigrant learners. Violence and intimidation are still rife in public schools, creating an environment that is not conducive for learning. As a result, some of these learners have adopted the culture and traditions of the dominant group in order to feel accepted. The study concluded that although there is a commitment by the public school system to protect the right to basic educations of all learners, immigrant learners are still facing challenges that limit their access to quality education.Dissertation (MEd)--University of Pretoria, 2018.Education Management and Policy StudiesMEdUnrestricte

The legal aspects of the public school curriculum

The purposes of this study were to: (1) analyze the statutes of the fifty states relating to curriculum imperatives; (2) analyze significant federal and state judicial decisions relative to curriculum issues; and (3) present research findings as guidelines for school boards, school administrators, and teachers, so that these guidelines can be used when making decisions regarding curricular issues that are both educational and sound. Predicated upon an analysis of the study, it can be concluded that the involvement of state legislative bodies in establishing the curriculum for local public schools is both widespread and varied. It is difficult to ascertain many similar ties or patterns in the state statutes. Relatively speaking, the legislators are more concerned with requiring or allowing for curriculum activities or courses that meet federal requirements (e.g., plans for the teaching of handicapped students); that have a patriotic flavor (Pledge of Allegiance, the study of state and federal constitutions, history, and government); that control or influence the materials and books that are used in the instructional program; that assures that citizens' general needs are met (moments of silence and prayer, drug and alcohol abuse, health and hygiene, etc.); and that insure the attainment of quality standards such as the number of credits required for graduation

Public school curriculum : legislative and judicial mandates

The purpose of this historical study was to examine the legal issues associated with public school curriculum. A major portion of the study is a summary and an analysis of the statutory mandates of the fifty states

Annual Report of the Department of Education for the Year Ending November 30, 1929, Issued in Accordance with Section 2 of Chapter 69 of the General Laws, Part I

Public document no. 2

The motivation and evaluation of elementary school citizenship

A study of the motivation and evaluation of elementary school citizenship is timely. At no time in the world1 s history has there been such an urgent demand for mass production of world citizenship. Dr. McNutt says ". . .a peaceful future is dependent in a large measure on this mass production!"1 Until recently the objectives were mainly scholastic. Now character education is becoming prominent among the aims of education. Citizenship is one aspect of this. However, world citizenship has been almost completely neglected

Bulletin of the University of Nebraska: Annual Catalog of the College of Medicine, 1916-1917

•Calendar •Officers of Instruction and Administration •General Information: The College of Medicine •Standing •Methods of Instruction •Admission •Requirements For the Satisfactory Completion of a Course •Requirements for Graduation •Graduate Work •Fees and Expenses •Laboratory Facilities •Clinical Facilities •Public Health •Libraries and Societies •The College Paper- The Pulse •Museum •Dispensary Staff Meetings •Journal Club •Student Loan Fund •Scholarships •Prizes for Research Work •Arrangement of the Courses of Study •Courses of Instruction •Medical Work in Lincoln •Combined Academic and Medical Courses •Order of Subjects in Six-Year Combined Course •Courses of Instruction in Lincolnhttps://digitalcommons.unmc.edu/bulletin_com/1009/thumbnail.jp