The Snedden-Farnsworth Exchanges of 1917 and 1918 on the Value of Music and Art in Education

In 1917 and 1918, Charles Hubert Farnsworth, a leading music educator from Teachers College, Columbia University, and David Snedden, a critic and educational theorist of national repute, privately exchanged views on the role of art and music in society and in education. Snedden mulled over Herbert Spencer's query “What knowledge is of most worth?” and concluded that music must have practical survival value: it must contribute primarily to the maintenance of social and political order and secondarily to other aims. Farnsworth, on the other hand, thought that music performance or appreciation should be for the immediate joy that it gives the individual, not for some deferred social purpose no matter how important it might be. These divergent positions are explained in light of Farnsworth's interests in philosophy and Snedden's schooling in Spencerian and Darwinian thought.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/68979/2/10.2307_3345173.pd

Commager, Harry Steele, Some Problems of History, pp. 43-71 in his The Nature and the Study of History . Columbus, OH: Charles E. Merrill, 1965.*

Indicates several cautions that should be exercised by the historian in seeking and interpreting historical evidence

The Nature and the Study of History

An overview of the nature and methods of history as a field in social science, written for educators.https://scholar.dominican.edu/cynthia-stokes-brown-books-world-history/1012/thumbnail.jp

The Amarican mind: an interpretation of American thought and characher sinve 1880's

ix+476hlm.;21c