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William Barton Rogers and the idea o...

Angulo, Alex J.

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William Barton Rogers and the idea of MIT.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	William Barton Rogers and the idea of MIT./
作者:	Angulo, Alex J.
面頁冊數:	323 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2811.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3100133

William Barton Rogers and the idea of MIT.
Angulo, Alex J.

William Barton Rogers and the idea of MIT. - 323 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2811.

Thesis (Ed.D.)--Harvard University, 2003.

This study is about William Barton Rogers (1804--1882), conceptual founder of the Massachusetts Institute of Technology. It offers the first critical examination of his scientific and educational career in nineteenth century America. To his scientific peers, he was known as a geologist and natural philosopher, director of the first geological survey of Virginia, author of over one hundred publications in science, and promoter of professionalization. To his colleagues in higher education, he was known as the reform-minded professor at the College of William and Mary and the University of Virginia, who later left the South and established one of America's first technological institutes. Although historians have extensively researched the lives of Rogers' associates in science and the formation of MIT's peer institutions, both Rogers and the Institute have received slight attention. The existing literature provides only fragments of either Rogers' scientific work or his educational ideas. A biographical study of his life and thought has yet to be written. This dissertation seeks to address the scholarly gap by exploring the interrelationships between Rogers' science, professional activities, and the idea of MIT within the social and intellectual context of nineteenth century America.Subjects--Topical Terms:

599244
Education, History of.

William Barton Rogers and the idea of MIT.
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2811.
500 $a Adviser: Julie A. Reuben.
502 $a Thesis (Ed.D.)--Harvard University, 2003.
520 $a This study is about William Barton Rogers (1804--1882), conceptual founder of the Massachusetts Institute of Technology. It offers the first critical examination of his scientific and educational career in nineteenth century America. To his scientific peers, he was known as a geologist and natural philosopher, director of the first geological survey of Virginia, author of over one hundred publications in science, and promoter of professionalization. To his colleagues in higher education, he was known as the reform-minded professor at the College of William and Mary and the University of Virginia, who later left the South and established one of America's first technological institutes. Although historians have extensively researched the lives of Rogers' associates in science and the formation of MIT's peer institutions, both Rogers and the Institute have received slight attention. The existing literature provides only fragments of either Rogers' scientific work or his educational ideas. A biographical study of his life and thought has yet to be written. This dissertation seeks to address the scholarly gap by exploring the interrelationships between Rogers' science, professional activities, and the idea of MIT within the social and intellectual context of nineteenth century America.
520 $a Primary sources for this study have been drawn from archival collections held in Virginia, Washington, D.C., and Massachusetts, including those of the College of William and Mary (Williamsburg), the University of Virginia (Charlottesville), the Virginia State Library (Richmond), the National Academy of Sciences and the Library of Congress (Washington, D.C.), and the archives for Harvard University and MIT (Cambridge). Rogers' publications in scientific journals and a collection of his letters published by Emma Savage, his wife, have provided additional primary documents. To contextualize these sources, I have made use of the extensive historical literature on nineteenth century science, technology, professionalization, and higher learning to place the story of Rogers' life and thought within the broader developments of his era.
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