(Excerpt from Public Education in the United States: A Stu...)
Excerpt from Public Education in the United States: A Study and Interpretation of American Educational History, an Introductory Textbook Dealing With the Larger Problems of Present-Day, Education in the Light of Their Historical Development The history of education as an introductory subject for students in normal schools and colleges has recently received much criticism, largely because it has, as usually written and taught, had so little relation to present-day problems in education, and because it has failed to "function," to use a common expression, in orienting the prospective teacher. The truth of such criticisms was brought out forcibly by a recent study which showed that, of the dozen most commonly used textbooks, only three gave as much as twenty-five per cent of their space to the developments of the past fifty years; that most of them devoted the great bulk of their space to ancient and mediæval education and European development; that most of them were cyclopædic in character, and seemed constructed on the old fact-theory-of-knowledge basis; that only two or three attempted to relate the history they presented to present-day problems in instruction; that only one made any real connection between the study of the history of education and the institutional efforts of the State in the matter of training; and that practically none treated the history of education in the light of either the recent important advances in educational practice and procedure or the great social, political, and industrial changes which have given the recent marked expansion of state educational effort its entire meaning. That the history of education, as usually taught, needs reorganizing, there can be little question. That for beginners, at least, much old subject-matter should be eliminated and much new subject-matter added, also seems to be accepted without much question. That it is too valuable a subject to lose entirely also seems to most teachers to be true.
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(Excerpt from Report of a Survey of the Organization, Scop...)
Excerpt from Report of a Survey of the Organization, Scope, and Finances of the Public School System of Oakland, California Differentiations and increasing costs. The result has been a marked differentiation in school work, within recent years, better to adapt the schools to the individual needs of the children; the introduction of new types of instruction; the establishment of new types of schools; a demand for better teachers and more skilful supervision; and a popular demand for larger play grounds and a type of school building better adapted to modern educational and community needs. 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.
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(Excerpt from Readings in the History of Education: A Coll...)
Excerpt from Readings in the History of Education: A Collection of Sources and Readings to Illustrate the Development of Educational Practice, Theory, and Organization The Readings which this volume reproduces have been collected, from time to time, by the author in connection with the instruc tion of university classes in the general history of education, and have been used with students as reading supplemental to a lecture course on the subject. They are now gathered together and organized into the present volume, and made to run parallel with and to supplement the author's textbook on the H is tory of Education, published at this same time. The chapter arrangement of the two books is the same, and the different Readings are referred to by cross-reference (r. 172, etc.) through out the History volume. At the same time the Selections are of such a general nature, have been so organized and arranged, and their importance and significance are so explained in the chapter introductions, that the volume of Readings may be used as a reference volume of sources by instructors using other texts on the history of education. 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.
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Ellwood Patterson Cubberley was born on June 6, 1868 in Andrews, Indiana, United States. He was the only child of Catherine (Biles) Cubberley, a Philadelphian who came of a Delaware Quaker family, and Edwin Blanchard Cubberley, a druggist, who was born in Licking County, Ohio, of English lineage.
Ellwood attended the local high school, and entered the college preparatory department of Purdue University. At Indiana University, Cubberley majored in physics and received his A. B. in 1891. In 1901 Cubberley went to Teachers College, Columbia to earn an M. A. in school administration. In 1903 he returned to Columbia, then a mecca for aspiring schoolmen, where under a brilliant faculty that included Paul Monroe, John Dewey, and Edward Thorndike he received the Ph. D. in 1905, with a dissertation on School Funds and Their Apportionment. (Thorndike commented after Cubberley's doctoral oral that he was "a good man but not a good scholar. ")
His parents hoped that he would study pharmacy and eventually run the family business. In 1886, however, a talk by David Starr Jordan, then president of Indiana University, on "The Value of Higher Education" gave Cubberley a vision of an exciting world of scholarship and service, of science and idealism, that made small-town life and the drugstore seem narrow and parochial.
Like many other small-town or rural boys, he determined to enter this new frontier. Jordan became his adviser at Indiana University and later employed him as an assistant in giving stereopticon slide lectures across the state. This relationship decisively shaped Cubberley's career, for Jordan recommended him for two positions and ultimately brought him to Stanford.
Cubberley remained in Indiana for the next five years. After briefly teaching at a Baptist college in Ridgeville, he became professor of physical science at Vincennes University, where despite a heavy teaching load he found time to publish two papers in geology.
In 1893, at the age of twenty-five, he became president of Vincennes, a post he occupied for the next three years.
In 1896 Cubberley accepted an offer to become superintendent of schools in San Diego, California. There he found himself the center of political controversy since several school board members had wanted to hire a local person. He was also disturbed to discover that the board itself, rather than the superintendent, actually controlled the school administration, through subcommittees that determined the hiring and firing of teachers, the choice of curriculum, and the management of finances. Cubberley tried to convince the board that it should act as a legislature and leave the administration to him, and in his annual reports he urged the citizens to adopt new courses of study and new forms of school organization. The experience convinced him that school boards should be nonpolitical and that efficiency in education demanded that administrators have autonomy. In much of what Cubberley later wrote about school administration, he drew on this experience in San Diego; his descriptions of the qualities necessary for a successful superintendent were essentially a self-portrait.
In 1898 Cubberley decisively shaped his future when he accepted an appointment as assistant professor of education at Stanford University. Although he had had almost no training in the field, the scope of the task appealed to him, for he believed that the department should strive to raise the standards of California schools and to improve the qualifications of the teachers. This would, he realized, involve "Herculean labor, " but hard work was second nature to Cubberley.
He found that many people at Stanford disagreed with his exalted view of education. David Starr Jordan (then president of Stanford) gave him three years to make the education department academically respectable or see it abolished. Cubberley faced staggering obstacles.
In his first year he was assigned to teach courses in which he was a novice: the theory and practice of teaching, the history of education, and school administration. He found that the scholarly literature of education was scanty: a few writings of European educational theorists; a few works in the slowly emerging field of psychology; and a handful of common-sense books by schoolmen--hardly the basis of a "scientific" body of knowledge. Thus he not only had to discover what it was he should be teaching, but had to convince his colleagues that it was worth teaching. He succeeded. Before his first year ended he had persuaded Jordan to retain the department of education. In 1906 he was made a full professor, and by 1917 his work had gained such renown that the trustees made his department a professional school and appointed Cubberley its dean.
Cubberley's experience at Teachers College intensified his evangelical fervor for public education, his quest for "social efficiency, " and his awe of science. In Changing Conceptions of Education (1909) he foreshadowed these themes, which became basic in his later writings. Education he regarded as social engineering, the schools as instruments of progress in conscious social evolution. Like Dewey, he looked back with nostalgia on a preindustrial America where experience in home and farm, in workshop and country village, provided an informal education. In an industrial age, by contrast, children needed to acquire skills and knowledge deliberately in the schools. Similarly, the moral guidance once given the young through home and church was now left largely to the public schools.
Complicating the problem was the influx of vast numbers of immigrants from southeastern Europe whom he characterized as "illiterate, docile, lacking in self-reliance and initiative, and not possessing the Anglo-Teutonic conceptions of law, order, and government". Negroes he also considered inferior. Cubberley did not flinch from these challenges, but argued that the schools must become a unifying influence. The curriculum must adjust to social and economic facts, give up the idea that all children are equal, and offer specialized educational facilities. The fate of the nation, he believed, depended on education, and the schools must teach children the principles of effective, honest government and a sense of moral and economic values. Obviously a school system fit for such a task must itself be free from political influence. Hence Cubberley advocated nonpartisan school boards and officials appointed on merit. Teachers must be knowledgeable about the needs and problems of democracy, and school superintendents must work with the precision and efficiency of the industrialist.
Cubberley's ideology was sometimes ambivalent or inconsistent. He praised democracy but sought to remove the control of the schools as far as possible from the people. Although he desired to give teachers professional status, he opposed granting them tenure or a strong voice in educational policies. Urging that education should become "scientific, " he nonetheless spoke and wrote with evangelical rhetoric. Certain ethnic groups he regarded as inherently inferior, yet he believed that education might somehow improve them and save the republic. Skeptical of social reformers and panaceas in other domains, he still maintained a utopian faith in reform through education.
In his many publications--he was the author or co-author of nearly thirty books and reports and scores of articles--Cubberley largely followed the lines of argument advanced in Changing Conceptions of Education. His Public Education in the United States (1919) sold over 100, 000 copies and, together with The History of Education (1920), profoundly influenced the writing of educational history in this country. He told the story of the public schools in evolutionary terms, probing the past for the roots of present-day institutions. Often he cast the narrative in the form dictated by his sources--usually the writings of school officials and reformers--and offered a clearcut cast of good and bad actors. The result was a house history by and for schoolmen, a view from the inside, normally from the top down, presented as an inspiration and as a guide for practical action. Although it gave professionals a strong esprit de corps and sense of heritage and direction, it also narrowed the perspective on important policy questions that schoolmen would face in the twentieth century and presented an anachronistic picture of important historical developments.
As editor of the influential Houghton Mifflin Riverside textbooks in education, Cubberley helped define and develop the character of professional studies outside his own fields of history and administration. He edited nearly a hundred volumes, mostly empirical in approach, dealing with measurement, guidance, methodology, psychology, sociology, and administration in education.
While carrying burdens of administration, writing, consulting, and teaching that would have staggered a less energetic man, he yet found time to amass a substantial fortune through investment of his royalties and honoraria. He and his wife left to the Stanford School of Education gifts exceeding $770, 000.
Cubberley retired in 1933 and some eight years later died of a heart attack in Palo Alto, California. He was buried in nearby Alta Mesa Cemetery.
During his half-century of work for public education in the United States, he had come to be identified with the cause he represented. He was both symbol and catalyst of the managerial and ideological transformation of the common school that took place during his lifetime.
Cubberley was perhaps the most significant theorist of educational administration of his day. He helped establish education as a university-level subject. As well he became an elder statesman of education, serving on numerous school investigating commissions (he was a pioneer of the school survey movement) and on many local, state, and national committees.
(Excerpt from Public Education in the United States: A Stu...)
(Excerpt from Readings in the History of Education: A Coll...)
(Excerpt from Report of a Survey of the Organization, Scop...)
( This work has been selected by scholars as being cultur...)
( This work has been selected by scholars as being cultur...)
(Leopold is delighted to publish this classic book as part...)
(This scarce antiquarian book is a facsimile reprint of th...)
Quotations:
"Each year the child is coming to belong more and more to the state, and less and less to the parent".
"Our schools are, in a sense, factories, in which the raw materials (children) are to be shaped and fashioned into products to meet the various demands of [twentieth-century] life".
He was aggressive and hardworking.
Cubberley the man had been precise, positive in manner and opinions, phenomenally well organized and industrious, devoted to his wife and kindly to students and colleagues.
On June 15, 1892, he married Helen Van Uxem, who had been a fellow student at Indiana University; they had no children.
