Schooled to Order: A Social History of Public Schooling in the United States

Contents......Page 10
Introduction......Page 16
I: The Common Schools 1835–1855......Page 18
The children......Page 20
The spread of indiscipline......Page 29
Charity schools......Page 31
2 The Ultimate Reform: The Common Schools......Page 42
The reformers......Page 43
The problem with the (unreformed) schools......Page 46
A "common" republicanism; a "common" Protestantism......Page 52
The manufacturers and the common schools......Page 57
The workers, their organizations, and the common schools......Page 61
The campaign for school taxes: the reformers vs. the districts......Page 63
Who shall teach the children?......Page 73
The Irish: making a living, building a community......Page 79
Schools for Irish children......Page 82
The reformers' response......Page 85
5 The Legacy of Reform—the Ideology and the Institution......Page 93
II: The High Schools 1895–1915......Page 98
The invention of "adolescence": G. Stanley Hall......Page 100
The "bad boys": who were they?......Page 102
The adolescent and the law......Page 106
Child-saving......Page 109
The "youth" problem as a "class" problem......Page 111
7 The War Against the Wards......Page 118
The call to battle......Page 119
Business leads the charge......Page 120
8 Reforming the High Schools......Page 127
"Youth" problems, "class" problems, and some early attempts to solve them......Page 128
High schools and white collars......Page 130
The high schools: a new weapon in the battle for exports and against the unions......Page 133
Industrial schooling: for whom?......Page 137
9 New Studies for New Students......Page 139
Industrial schooling for the "plain people"......Page 140
Differentiation: the new democracy in secondary schooling......Page 142
The new students: what they wanted, what they got......Page 147
Social efficiency in secondary schooling......Page 152
The union response......Page 159
The "plain people's" response......Page 160
The educators' response......Page 163
Secondary schooling: for industrial efficiency or for democracy?......Page 167
The final compromise: the comprehensive high school......Page 169
III: Higher Education 1945–1970......Page 172
High School: for whom?......Page 174
College: for whom?......Page 177
12 One Depression Cured, Another Prevented: Planning for War and Postwar......Page 183
Fighting the war the American way......Page 184
The G.I. Bill......Page 186
13 In the "National Interest": The Private Universities in Postwar......Page 196
From World War to Cold War: the state and the corporation......Page 197
The R&D explosion......Page 199
Of research and education......Page 202
New funds and functions......Page 205
14 A "Rising Tide" of Students: the Public Sector......Page 210
Fewer "good" jobs and more job hunters......Page 211
Postwar plans and planners: new goals for higher education......Page 216
The "tidal wave" approaches......Page 218
Of plans and planners......Page 223
15 The "Tidal Wave" Contained—Open Admissions......Page 227
Open admissions: for whom?......Page 228
Open admissions: to where? and why?......Page 234
The higher education pyramid......Page 243
Conclusion......Page 252
Notes......Page 258
Bibliography......Page 288
B......Page 308
C......Page 309
F......Page 310
H......Page 311
L......Page 312
N......Page 313
S......Page 314
U......Page 315
Z......Page 316