Annual Report Of The Board Of Directors Of The St Louis Public Schools For The Year Ending August 1 1875

Reprint of the original, first published in 1876.

The intertwining careers of William Torrey Harris (1835-1909) converge in twelve of the Annual Reports of the Board of Directors for St. Louis Public Schools. Harris formulated most of the essential features of these twelve reports as the Superintendent of Schools from 1867 to 1869. These particular reports--which have been acclaimed nationally and internationally--are said to be among the most valuable official publications in American educational literature. They are far different from the descriptive documents originally intended by their author. This study demonstrates that Harris provided an authentic philosophy of education, a set of interrelated philosophical principles and their applications to educational problems. The substance of Harris's philosophy of education is focused upon a broadly based philosophical anthropology in relationship primarily to the purposes, curriculum, and teaching methods in intellectual, moral, and religious education.

This history of one of the most contentious educational issues in America examines bilingual instruction in the United States from the common school era to the recent federal involvement in the 1960s and 1970s. Drawing from school reports, student narratives, legal resources, policy documents, and other primary sources, the work teases out the underlying agendas and patterns in bilingual schooling during much of America s history. The study demonstrates clearly how the broader context - the cultural, intellectual, religious, demographic, economic, and political forces - shaped the contours of dual-language instruction in America between the 1840s and 1960s. Ramsey s work fills a crucial void in the educational literature and addresses not only historians, linguists, and bilingual scholars, but also policymakers and practitioners in the field.

This much-needed volume is an edited collection of primary sources that document the history of bilingual education in U.S. public schools during the nineteenth and twentieth centuries. Part I of the volume examines the development of dual-language programs for immigrants, colonized Mexicans, and Native Americans during the nineteenth century. Part II considers the attacks on bilingual education during the Progressive-era drive for an English-only curriculum and during the First World War. Part III explores the resurgence of bilingual activities, particularly among Spanish speakers and Native Americans, during the interwar period and details the rise of the federal government’s involvement in bilingual instruction during the post-WWII decades. Part IV of the volume examines the recent campaigns against bilingual education and explores dual-language practices in today’s classrooms. A compilation of school reports, letters, government documents, and other primary sources, this volume provides rich insights into the history of this very contentious educational policy and practice and will be of great interest to historians and language scholars, as well as to educational practitioners and policymakers.