Patricians Professors And Public Schools

This is a new interpretation of late nineteenth and early twentieth century educational policy in the United States. Chapter-length studies of leading reformers argue that their reservations about economic growth best explain the changes they promoted.

In comprehensive detail Margaret King analyzes the activities of the patricians who were predominant in the ranks of the humanists and who made humanist thought a powerful tool in the service of their class and of the city itself. Originally published in 1986. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

The IBSS is the essential tool for librarians, university departments, research institutions and any public or private institution whose work requires access to up-to-date and comprehensive knowledge of the social sciences.

The fascinating, comprehensive history of a preeminent New York independent educational institution

From 1909-1914 the Pittsburgh Survey brought together statisticans, social workers, engineers, lawyers, physicians, economists, and city planners to study the effects of industrialization on the city of Pittsburgh. Pittsburgh Surveyed examines the accuracy and the impact of the influential Pittsburgh Survey, emphasizing its role in the social reform movement of the early twentieth century.

The Resistant Writer integrates two lively sub-fields in rhetoric and composition: nineteenth-century composition history and contemporary issues about teaching cultural studies in composition. Examining the broad cultural anxieties that nineteenth-century intellectuals faced reveals that training in composition was envisioned as more than the means for producing competent writers. The training also reacted to and tried to ameliorate the nineteenth-century "crisis in public discourse," this one brought about not by television, commodity capitalism, or the World Wide Web, but by the then-dominant medium of public discussion, the newspaper. Paine carefully reveals that today's writing teachers are not the first to desire that the composition classroom have social import beyond the academy. These thoughtful new insights from composition's origins form an intriguing critique of contemporary "cultural studies and composition" theories of student transformation.

"Centres of Learning" deals with the relation between learning and the locations in which that learning is carried out. It is the editors' belief that the character (and, in part, the content) of a particular aspect of learning is determined - or at least influenced - by the circumstances in which the learning process takes place. The contributions in this book deal with various aspects of learning, in a broad historical and geographical perspective, which ranges from Ancient Babylon, via classical Greece and Rome, and the Middle East (both Christian and Islamic), through to the Latin and vernacular cultures of the Christian West in the Middle Ages and the Early Renaissance.

This study offers a comprehensive typology of the Figure of the Medieval go-between across several Near-Eastern and European genres, and pays special attention to the role of intertextuality and history in the conception of the figure.