By Philip A. Cusick
In his enticing new ebook, Philip Cusick places the private again into schooling through analyzing the tutorial reviews of 7 eminent american citizens ?— Benjamin Franklin, Abraham Lincoln, Jane Addams, W. E. B. Du Bois, Eleanor Roosevelt, J. Robert Oppenheimer, and Dorothy Day. Devoting a bankruptcy to every, Cusick describes what they discovered, how they realized, what they known as their schooling, and the way they used schooling to set up their position on the planet. greater than supplying only a sequence of private histories, Cusick argues that the discourse approximately schooling has became a discourse approximately academic associations. yet his descriptions convey that you could discuss schooling with no conversing approximately faculties, discuss studying with no conversing concerning the country curriculum, discuss fulfillment with out conversing approximately attempt rankings, and speak about responsibility with no conversing approximately instructor practise. positive factors: * A cogent account of the information and occasions of every individual?’s era?—from colonial occasions, while colleges have been few, to the current, whilst institutionalized education performs a bigger function. * Chapters that illustrate how moral studying stood among what those american citizens knew and what they did, how they have been motivated by means of their households, how a lot in their schooling got here from formal education, and the way they persevered studying all through their lives. * an overview of the typical pillars upon which those americans built their schooling: early and severe interpreting, own id with large-scale beliefs, autodidacticism, like-minded colleagues, profiting from education, guiding mentors, paintings that learned prior beliefs, the power to articulate principles, and rising management.
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Additional resources for A Passion For Learning: The Education Of Seven Eminent Americans
And trying to make out what was the exact meaning of some of their, to me, dark sayings. I could not sleep, when I got on such a hunt after an idea, until I had caught it; and when I thought I had got it, I was not satisfied until I had put it in language plain . . for any boy I knew to comprehend. (Luthin, 1960, p. 11) Occasionally, when Thomas thought he could both spare his children from work and afford the $1 or $2 per term subscription fee—and often at his wife’s insistence—he enrolled them in so-called “blab schools because the pupils studied aloud in order that the master might measure their diligence from the volume of the babel” (Thomas, 1952/ 1993, p.
Nicolay and Hay (1917) describe the instruction taking place in “deserted cabins of round logs with earthen floors, and small holes for windows, sometimes illuminated by as much light as could penetrate through panes of paper greased with lard” (p. 34). Students learned their ABCs and the rudiments of reading, writing, and arithmetic from teachers who may have been themselves barely literate. Lincoln said that “no qualification was required of the teacher save readin’, writin’, and cipherin’” (Luthin, 1960, p.
He studied texts on military strategy and, before he appointed General Halleck, read every book that strategist-general wrote. When he was unable to make General McCellan attack, he considered placing himself in charge of the army. A practical politician, he had learned how to win elections, cultivate voters, compromise on issues, and negotiate the line between the free-the-slaves-at-any-cost abolitionists and the no-extensionof-slavery westerners. He learned that an antislavery platform would not get him the presidency; and after he was president, he learned to go slowly, try to re-create the Union without war, and later maintain a balancing act among northern abolitionists, and the border states—notably Tennessee, Kentucky, and Missouri—which while allowing slavery, had stayed in the Union, and where if the war were just about slavery, might leave the Union.