The Question Will The Christian Religion Be Recognised As The Basis Of The System Of Public Instruction In Massachusetts

A statue of Horace Mann, erected in front of the Boston State House in 1863, declares him the "Father of the American Public School System." For over a century and a half, most narratives about early American education have taken this epithet as the truth. As Mann looms over the Boston Common, so he has also loomed over discussions of early American schooling. Other scholarship has emphasized economic factors as the main reason for the emergence of public schools. The Common School Awakening offers a new narrative about the rise of public schools in America that counters these conceptions. In this book, David Komline explains how a broad and distinctly American religious consensus emerged in the first half of the nineteenth century, allowing people from across the religious spectrum to cooperate in systematizing and professionalizing America's schools in an effort to Christianize the country. At the height of this movement, several states introduced state-sponsored teacher training colleges and concentrated government oversight of schools in offices such as the one held by Mann. Shortly thereafter, the religious consensus that had served as the foundation for this common school system disintegrated. But the system itself remained, the legacy of not just one man, but of a whole network of reformers who put into motion a transatlantic and transdenominational religious movement - the "Common School Awakening."

Includes index.

The Dictionary of Early American Philosophers, which contains over 400 entries by nearly 300 authors, provides an account of philosophical thought in the United States and Canada between 1600 and 1860. The label of "philosopher" has been broadly applied in this Dictionary to intellectuals who have made philosophical contributions regardless of academic career or professional title. Most figures were not academic philosophers, as few such positions existed then, but they did work on philosophical issues and explored philosophical questions involved in such fields as pedagogy, rhetoric, the arts, history, politics, economics, sociology, psychology, medicine, anthropology, religion, metaphysics, and the natural sciences. Each entry begins with biographical and career information, and continues with a discussion of the subject's writings, teaching, and thought. A cross-referencing system refers the reader to other entries. The concluding bibliography lists significant publications by the subject, posthumous editions and collected works, and further reading about the subject.

Vols. 227-230, no. 2 include: Stuff and nonsense, v. 5-6, no. 8, Jan. 1929-Aug. 1930.