American Education: The Colonial Experience, 1607-1783"This book treats the subject of education in colonial America in so broad and diverse a fashion that it is, in effect, a history of American culture from 1607 to 1783. Professor Cremin begins by describing the intellectual heritage from which early American society drew its ideas and attitudes and then proceeds to analyze the interaction of education with society, politics, religion, and culture in England and America. He then goes on to describe the influence of the revolutions of 1689, discusses the bearing of denominationalism, utilitarianism, and republicanism on educational thought and practice, and explores the role of education in the movement for independence. A work of major and enduring historical importance, the present volume is the first of a three-volume history of American education."--Book jacket. |
From inside the book
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Page 29
... colonists carried with them , as well as through the books and pamphlets and sermons and laws they wrote themselves , that we can best know what they understood , be- lieved , valued , and aspired to . There are problems with this ...
... colonists carried with them , as well as through the books and pamphlets and sermons and laws they wrote themselves , that we can best know what they understood , be- lieved , valued , and aspired to . There are problems with this ...
Page 244
... colonists access to most , if not all , of the accumulated wisdom of the West , particularly as represented by the knowledge , values , and aspirations of contemporary English- men . Books were present in large numbers , and ranged over ...
... colonists access to most , if not all , of the accumulated wisdom of the West , particularly as represented by the knowledge , values , and aspirations of contemporary English- men . Books were present in large numbers , and ranged over ...
Page 415
... colonists , particularly with respect to any objections they might have to the intended tax and any alternatives they might care to suggest with respect to more satisfactory sources of revenue . What came forth , especially after the ...
... colonists , particularly with respect to any objections they might have to the intended tax and any alternatives they might care to suggest with respect to more satisfactory sources of revenue . What came forth , especially after the ...
Contents
Piety Civility and Learning | 25 |
Institutions | 107 |
HOUSEHOLD | 113 |
Copyright | |
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Common terms and phrases
academy American Anglican Benjamin Franklin Bernard Bailyn Boston Cambridge catechism character Charles charter Christian church City civil clergy College colonies colonists Columbia University Company contemporary Cotton Mather culture curriculum Desiderius Erasmus Dutch early edited Edward efforts eighteenth century England English Erasmus Essay established Francis G. P. Putnam's Sons grammar schools Harvard Henry History household ibid Indians institutions instruction James Jefferson John John Adams John Locke John Witherspoon knowledge Latin learning Locke Locke's London Massachusetts master Mather ment ministers missionaries moral nature Oxford parish Pennsylvania Philadelphia philosophy piety political population preaching printed provincial Puritan Quakers Reformed religion religious Renaissance Reverend Revolution Richard Samuel Samuel Johnson schoolmasters Scripture sermons seventeenth century Smith social taught teachers teaching Thomas Thomas Clap Thomas Jefferson tion town traditional treatise University Press unpublished doctoral thesis Virginia vols William and Mary writing Yale York
References to this book
The Profession and Practice of Adult Education: An Introduction Sharan B. Merriam,Ralph G. Brockett No preview available - 2011 |
Why Adults Learn: Towards a Theory of Participation in Adult Education Sean Courtney No preview available - 1992 |