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RAKING FROM THE RUBBISH: CHARLES W. ELIOT, JAMES B. CONANT AND THE PUBLIC SCHOOLS (HARVARD, MASSACHUSETTS).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	RAKING FROM THE RUBBISH: CHARLES W. ELIOT, JAMES B. CONANT AND THE PUBLIC SCHOOLS (HARVARD, MASSACHUSETTS)./
作者:	PRESKILL, STEPHEN LOUIS.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1984,
面頁冊數:	351 p.
附註:	Source: Dissertations Abstracts International, Volume: 45-07, Section: A.
Contained By:	Dissertations Abstracts International45-07A.
標題:	Education history. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8502274
ISBN:	9798205738385

RAKING FROM THE RUBBISH: CHARLES W. ELIOT, JAMES B. CONANT AND THE PUBLIC SCHOOLS (HARVARD, MASSACHUSETTS).
PRESKILL, STEPHEN LOUIS.

RAKING FROM THE RUBBISH: CHARLES W. ELIOT, JAMES B. CONANT AND THE PUBLIC SCHOOLS (HARVARD, MASSACHUSETTS). - Ann Arbor : ProQuest Dissertations & Theses, 1984 - 351 p.

Source: Dissertations Abstracts International, Volume: 45-07, Section: A.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1984.

This item must not be added to any third party search indexes.

This study examines the contributions made by two Harvard presidents, Charles W. Eliot and James B. Conant, to public school reform. What these two men said and wrote has had an important impact on the way the American people have thought about education. Therefore an understanding of their contributions to public education is a crucial factor in understanding the last century of American educational history, and the way in which we view public education today. By pairing Eliot and Conant, this study also views almost a century of educational change from a Harvard perspective. It explores the role of Harvard in the American power structure and assesses the roles that both men played in enhancing Harvard's influence. Eliot and Conant used their Harvard power in remarkably similar ways to make higher education and the lower schools responsive to what they regarded as the most pressing needs of American society. By using historical methods and analysis, this dissertation tells a story of how two educational leaders came to offer public education as a panacea for America's ills. Acutely conscious of the difficulties wrought by modernization, neither Eliot or Conant were willing to propose sweeping reform to deal with these problems. Each resorted to public education as the principal bulwark against injustice and social stratification, rarely facing up to the limitations of their approach. Their solutions to the problems of American society almost always focused on the education of the most gifted students. The title of this dissertation, "Raking from the Rubbish," underscores the fact that in constantly focusing on the academically talented Eliot and Conant were treating the vast majority of the school age population as little more than a mass, from which the most talented must be culled. Furthermore, by maintaining that the effective training of only the talented was in the national interest, they in effect denied full personhood to the rest of the students.

ISBN: 9798205738385Subjects--Topical Terms:

3171959
Education history.

RAKING FROM THE RUBBISH: CHARLES W. ELIOT, JAMES B. CONANT AND THE PUBLIC SCHOOLS (HARVARD, MASSACHUSETTS).
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520 $a This study examines the contributions made by two Harvard presidents, Charles W. Eliot and James B. Conant, to public school reform. What these two men said and wrote has had an important impact on the way the American people have thought about education. Therefore an understanding of their contributions to public education is a crucial factor in understanding the last century of American educational history, and the way in which we view public education today. By pairing Eliot and Conant, this study also views almost a century of educational change from a Harvard perspective. It explores the role of Harvard in the American power structure and assesses the roles that both men played in enhancing Harvard's influence. Eliot and Conant used their Harvard power in remarkably similar ways to make higher education and the lower schools responsive to what they regarded as the most pressing needs of American society. By using historical methods and analysis, this dissertation tells a story of how two educational leaders came to offer public education as a panacea for America's ills. Acutely conscious of the difficulties wrought by modernization, neither Eliot or Conant were willing to propose sweeping reform to deal with these problems. Each resorted to public education as the principal bulwark against injustice and social stratification, rarely facing up to the limitations of their approach. Their solutions to the problems of American society almost always focused on the education of the most gifted students. The title of this dissertation, "Raking from the Rubbish," underscores the fact that in constantly focusing on the academically talented Eliot and Conant were treating the vast majority of the school age population as little more than a mass, from which the most talented must be culled. Furthermore, by maintaining that the effective training of only the talented was in the national interest, they in effect denied full personhood to the rest of the students.
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