Public Opinion And The Teaching Of History In The United States

Excerpt from Public Opinion and the Teaching of History: In the United States Many influences have conditioned the teaching of history in the public schools - local and national, statutory and constitutional, ephemeral and enduring, religious, educational, racial and patriotic. It is the purpose of this study to give an historical account of some of the attempts to control the teaching of history in the public schools. The first four chapters trace the legislative control that has been exerted in all periods of our history, beginning with the educational enactments of the early colonies and following the development of the curriculum to the present time. Such statutory control falls into fairly definite periods. The first embraces the earliest statutes relating to public education. During this period history was introduced into the school curriculum as a separate subject specified by law. The next stage, 1860 to 1900, was characterized by the influences set in motion by the Civil War and the Economic Revolution. In the years from 1900 to 1917, the history curriculum reflected the new interest of the American people in the social and economic conditions that had developed. From 1917 to the present, the dominant note has been a dynamic patriotism growing out of the World War. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

"Public opinion and the teaching of history in the United States" by Bessie Louise Pierce. Published by Good Press. Good Press publishes a wide range of titles that encompasses every genre. From well-known classics & literary fiction and non-fiction to forgotten−or yet undiscovered gems−of world literature, we issue the books that need to be read. Each Good Press edition has been meticulously edited and formatted to boost readability for all e-readers and devices. Our goal is to produce eBooks that are user-friendly and accessible to everyone in a high-quality digital format.

Excerpt from Public Opinion and the Teaching of History: In the United States It is the purpose of this study to give an historical ac count oi some of the attempts to control the teaching of history ln the public schools. The first four chapters trace the legislative control that has been exerted in all periods of our history, beginning with the educational enactments of the early colonies and following the development of the curriculum to the present time. Such statutory control falls into fairly definite periods. The first embraces the earliest statutes relating to public education. During this period history was introduced into the school curriculum as a separate subject specified by law. The next stage, 1860 to 1900, was characterized by the influences set in motion by the Civil War and the Economic Revolution. In the years from 1900 to 1917, the history curriculum reflected the new interest of the American people in the social and economic conditions that had developed. From 1917 to the present, the dominant note has been a dynamic patriotism growing out of the World War. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

With engaging new contributions from the major figures in the fields of the media and public opinion The Oxford Handbook of American Public Opinion and the Media is a key point of reference for anyone working in American politics today.

Looks at the works of women historians, from the late nineteenth century to the end of World War II, and their impact on the social and cultural history of the United States.

Originally published in 1970. Professor Callcott's analysis of the rise of historical consciousness in the United States from 1800 to 1860 offers a new dimension to American historiography. Other books have provided insight into the works of Bancroft, Parkman, and others, but Callcott goes beyond to explain the meaning of the past itself rather than the contributions of particular historians. As the anatomy of an idea, this is an important contribution to American intellectual history; and as a study of humans' need for the past and their use of it, it is an important contribution to American social history. The author begins by analyzing the European and Romantic background for American historical thought. He then explores the rise of historical themes in literature, education, the arts, and scholarship. By describing the type of historical subject matter, the methods of writing history, the interpretive themes historians used, and the standards by which critics judged history, Callcott offers a new understanding of the social and personal meaning that history had for Americans at the time. The American people were especially convinced of the utility of history—its social use in supporting accepted values, its personal utility in extending human experience, and its philosophical value in pointing people toward ultimate reality. The idea of history possessed a remarkable coherence that reflected the preoccupations and aspirations of the young nation. Callcott also demonstrates, however, that when basic historical assumptions were challenged by controversy, the entire edifice collapsed.