Alexander_0021-061_Chapter 2.ce[1]
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Alexander_0021-061_Chapter 2.ce[1]
Alexander_0021-061_Chapter 2.ce[1]
ÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1] the soul of a Republic, and as the weak and the wicked are generally in alliance, as much care should be taken to diminish the number of the former as of the latter. Education is the way to do (his, and nothing should be left undone to afford all ranks of people the means of obtaining a proper degr Alexander_0021-061_Chapter 2.ce[1]ee of it at a cheap and easy rate.—John Jay, first Chief Justice of the United StatesCHAPTER OUTLINEAmerica's First School LawsThe Puritan InfluenceAAlexander_0021-061_Chapter 2.ce[1]
System of EducationEducation and Natural LawCommon School and DemocracyThe Struggle for Public SchoolsDefining the Public SchoolsEducation Provisions ÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1] Common SchoolsExpansion of Public SchoolsCharter SchoolsTuition and Fees in Public SchoolsPUBLIC EDUCATION is shaped by the political philosophy of particular governments and the social and cultural traditions of the country' in which those governments are found. There is an unavoidable reciprocity Alexander_0021-061_Chapter 2.ce[1] that transpires by which the educated people sustain and transform the government. Public school law is an essential manifestation of the peoples' coAlexander_0021-061_Chapter 2.ce[1]
nceptualization of the various forms of government and how the governments work.The traditions of the United Slates clearly enunciate the desire and nÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1]sophy supporting the American form of government leaves no doubt as to the foundational nature of public education. Montesquieu, in his famous The Spirit of Laws published in 1748, observed that among the various types of government, a democracy ensures the greatest virtue and that to sustain it, th Alexander_0021-061_Chapter 2.ce[1]e people must be imbued with a selflessness, benevolence of attitude to others, and a devotion to country. According to Montesquieu:This virtue may beAlexander_0021-061_Chapter 2.ce[1]
defined, as the love of the laws and of our country'. As this love requires a constant preference of public to private interest, it is the source of ÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1]of education...It is in a republican government that the whole power of education is required....1In 1755, Rousseau wrote that the exercise of citizenship was dependent on education and that “public education.Js one of the fundamental rules of popular or legitimate government....”2 Of course, Thomas Alexander_0021-061_Chapter 2.ce[1] Jefferson, James Madison, and John Adams had read these and other works of the era of the Enlightenment and were influenced by them.3America’s FirstAlexander_0021-061_Chapter 2.ce[1]
School LawsIn the early years, predating the founding of the United States, the American colonies had to overcome the accepted pattern of the class-orÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1]oor and lower-class families received no education at all or were attached as apprentices to learn a trade and develop manual skills.Even though there was some governmental recognition of the benefits of education, as evidenced by a 1642 statute in Massachusetts in which all parents were charged wit Alexander_0021-061_Chapter 2.ce[1]h seeing to the education of their children, and later by a 1647 statute in which the legislature required certain towns to appoint a teacher and permAlexander_0021-061_Chapter 2.ce[1]
itted taxes for education, by and large early colonial legislatures tended to ignore education. The law of 1647 was promulgated to teach al) to read tÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1]nteenth century that the concept of public universal education was bom. Mann said that “it was resolved for ‘the Fathers’ to engrail that great principle in the laws of a country, as a maxim oi government, that all the people of a State should be educated by the State.”4Thus, it would not be accurat Alexander_0021-061_Chapter 2.ce[1]e Io say that the Massachusetts legislation ol 1642 and 1647 was solely intended for religious puiposcs. At tills time, there was an emerging feelingAlexander_0021-061_Chapter 2.ce[1]
that education of youth was essential to the well-being of the slate and that a stable SOÍ ial environment could best be facilitated if all persons weÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1]lements whereby failure of "masters of families” to educate their "children and servants” could lead to compulsory removal to other masters until ages twenty-one for boys and eighteen for girls. These new masters would "more strictly look unto and force them to submit unto government, according to t Alexander_0021-061_Chapter 2.ce[1]he rules of this order, if by fair means and former instructions they will not be drawn unto it.”5The Puritan InfluenceThe revolution in England thatAlexander_0021-061_Chapter 2.ce[1]
saw (he rise to power of Oliver Cromwell and the Puritans introduced a charitable and humanitarian outlook that was found wanting under the Tudor and ÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be Alexander_0021-061_Chapter 2.ce[1]tion. Francis Bacon had contributed greatly to tills dialogue by uiging die scientific scholasticism of the church. In 1641. Jan Amos Comenius, the Moravian exile of Czechoslovakia, internationally known as a preeminent educational thinker, urged that children be taught on realistic lines. Colliculu Alexander_0021-061_Chapter 2.ce[1]s visited England at the invitation of the Puritans to explore the reformation and extension of education. Comenius also called for universal books anAlexander_0021-061_Chapter 2.ce[1]
d universal schools to be implemented by the creation of aÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to be ÓLHAELHUHistorical Perspective of Public SchoolsPublic education is a duty that society owes to all its citizens.—CondorcetI consider knowledge to beGọi ngay
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