Thirty Seventh Annual Report Of The Board Of Education Of The City And County Of New York

""New York Newsboys: Charles Loring Brace and the Founding of the Children's Aid Society (CAS) investigates Brace's visionary anti-poverty work among New York's vagrant children in the latter half of the nineteenth century. Taking as its central focus the CAS's flagship program-the Newsboys' Lodging House, which opened in 1854-this book examines its experiment in incentive-based youth engagement, its connection with other CAS branches, and its overall place in a continuum of child care. Brace forged new methods based on voluntary participation, a alternative to child asylums which policed the poor. Straddling periods dubbed antebellum, Civil War, Reconstruction, and the Gilded Age, CAS took root amid racial, ethnic, religious, nativist, and class-based tensions in a city absorbing a flood of poor immigrants and housing them in squalid conditions. Youth homelessness emerged as a new social problem. Brace's plan included a central office for intra- and extra-agency referrals; outreach; schools, reading rooms, evening entertainment, Sunday meetings, lodging houses, and emigration options for fostering or employing children in the West. The plan was stunning in its size, scope, and vision. It provided for children's basic needs while offering pathways out of poverty. Brace's goals were nothing short of eradicating child poverty, reducing homelessness, reducing illiteracy, preventing juvenile delinquency, improving child and maternal health, providing employment and job training, and promoting sympathy for poor children among the wealthy. Brace's internationally recognized work had a profound impact on child well-being and offered a radical alternative to the jural, carceral, and policing tactics common in the day ""--

Excerpt from Thirty-Seventh Annual Report of the Board of Education of the City and County of New York: For the Official Year Ending December 31, 1878 In the above statement, the schools designated mixed con tain both boys and girls, or pursue both Grammar and Primary Grades of study. 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.

Americans today choose from a dizzying array of schools, loosely lumped into categories of "public" and "private." This book describes how, more than a century ago, public policies fostered the rise of modern school choice. In the late nineteenth century, American Catholics began constructing rival, urban parochial school systems, an enormous undertaking that challenged public school systems' near-monopoly of education. In a nation committed to public education, mass attendance in Catholic schools produced immense conflict. States quickly sought ways to regulate this burgeoning private sector and the competition it produced, even attempting to abolish private education altogether in the 1920s. Ultimately, however, Gross shows how the public policies that resulted produced a stable educational marketplace, where choice flourished.

Written tests to evaluate students were a radical and controversial innovation when American educators began adopting them in the 1800s. Testing quickly became a key factor in the political battles during this period that gave birth to America's modern public school system. William J. Reese offers a richly detailed history of an educational revolution that has so far been only partially told. Single-classroom schools were the norm throughout the United States at the turn of the nineteenth century. Pupils demonstrated their knowledge by rote recitation of lessons and were often assessed according to criteria of behavior and discipline having little to do with academics. Convinced of the inadequacy of this system, the reformer Horace Mann and allies on the Boston School Committee crafted America's first major written exam and administered it as a surprise in local schools in 1845. The embarrassingly poor results became front-page news and led to the first serious consideration of tests as a useful pedagogic tool and objective measure of student achievement. A generation after Mann's experiment, testing had become widespread. Despite critics' ongoing claims that exams narrowed the curriculum, ruined children's health, and turned teachers into automatons, once tests took root in American schools their legitimacy was never seriously challenged. Testing Wars in the Public Schools puts contemporary battles over scholastic standards and benchmarks into perspective by showcasing the historic successes and limitations of the pencil-and-paper exam.