LEADER 05483oam 2200721I 450 001 9910461982103321 005 20200520144314.0 010 $a1-280-67077-0 010 $a9786613647702 010 $a1-136-72276-9 010 $a0-203-81652-8 024 7 $a10.4324/9780203816523 035 $a(CKB)2670000000203648 035 $a(EBL)957804 035 $a(OCoLC)798534142 035 $a(SSID)ssj0000676650 035 $a(PQKBManifestationID)11415711 035 $a(PQKBTitleCode)TC0000676650 035 $a(PQKBWorkID)10683190 035 $a(PQKB)10359542 035 $a(MiAaPQ)EBC957804 035 $a(Au-PeEL)EBL957804 035 $a(CaPaEBR)ebr10566967 035 $a(CaONFJC)MIL364770 035 $a(OCoLC)795123445 035 $a(EXLCZ)992670000000203648 100 $a20180706e20121967 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 14$aThe American influence on English education /$fW.H.G. Armytage 210 1$aAbingdon [England] :$cRoutledge,$d2012. 215 $a1 online resource (137 p.) 225 0 $aRoutledge library editions: education ;$v1 300 $aOriginally published: London : Routledge and Kegan Paul, 1967. 311 $a0-415-75327-9 311 $a0-415-66836-0 320 $aIncludes bibliographical references. 327 $aTHE AMERICAN INFLUENCE ON ENGLISH EDUCATION; Copyright; The American Influence on English Education; Copyright; Contents; Preface; 1 The Yankee gospel; (i) Its exponent and his relationship with pro- American groups in eighteenth century England; (ii) Its chapel: the Royal Institution; (iii) Returned loyalists: Francis Green and the education of the deaf; Lindley Murray and his famous 'grammar'; (iv) Frontier service agencies and their influence on the University of London; (v) Early chapelries: lyceums, mechanics' institutes; and Franklin Clubs 327 $a(vi) 'Emerson mania' in the industrial north of England2 The emergence of the school boards; (i) Liberal admiration of popularly-elected non-sectarian school boards: Cobden's visit in 1835, and subsequent activity to promote them in England; (ii) The Horace Mann, George Combe, Cobden triangle; (iii) Other endorsements of American board school: James Silk Buckingham (pioneer town planner); J. F. W. Johnstone (chemist); Alexander MacKay (journalist); Lord Acton (historian); Harriet Martineau (feminist); J. R. Godley (Tory) 327 $a(iv) The House of Commons and American practice: J. A. Roebuck in 1833 Sir Thomas Wyse in 1835; and Sir James Pakington in 1856; (v) The Endowed Schools Commission: James Frasefs report at the close of the Civil War, 1865; (vi) Background to 1870; (vii) The seepage of labour; 3 Mass literacy; (i) Radicalism and reading; Cobbett's success; The Stamp Act and Bulwer Lytton's arguments for a free press; Harmsworth and the rise of the American style newspaper; (ii) American juvenile books: 'Peter Parley'; the McGuffey readers; the 'Rollo' series and their Socinian outlook 327 $a(iii) Emerson's influence on Froude Walt Whitman and the 'bulk-people' of the industrial north of England; Fenimore Cooper and Nathaniel Hawthorne's anti-historicism; (iv) The rise of free libraries: the gifts of Andrew Carnegie, and the cataloguing skills of Melvil Dewey; (v) From detective story to science fiction; (vi) The 'neurosis of the future'; 4 The Land Grant example; (i) The Morrill Act of 1862 and American encouragement of scientific research, especially in agriculture; (ii) The 'Wisconsin model' and its English admirers, Patrick Geddes and Victor Branford 327 $a(iii) Chautauqua to Chicago: the concept of the universal college(iv) Andrew Carnegie, Joseph Chamberlain and the rise of the civic universities; (v) Post-graduate research: the Johns Hopkins exemplar and Sir William Osier; (vi) The Mosely Commission, 1903; L.E.A.'s look across the Atlantic; H. B. Gray and the Public Schools; 5 The twentieth century university; (i) Balfour's attempts to attract American post-graduate students to Britain; institution of the Ph.D. and of the Committee of Vice-Chancellors and Principals; the flow, primed by Harkness and Rockefeller grants, increases westward 327 $a(ii) American critics of the European tradition: Henry Adams and Abraham Flexner 330 $aThe American ideal has exercised a powerful influence over English educational policy over the last two centuries, even as it has itself changed. Today the very size of America enables it to rehearse problems we shall meet tomorrow. This volume answers key questions for education, as relevant now as they were when it was originally published: Is there an optimal size and a maximal use of a school? Are there adequately sophisticated batteries of attainment tests? Or valid methods of vocational guidance? 410 0$aRoutledge library editions.$pEducation. 606 $aEducation$zUnited States$xHistory 607 $aGreat Britain$xRelations$zUnited States 607 $aUnited States$xRelations$zGreat Britain 608 $aElectronic books. 615 0$aEducation$xHistory. 676 $a370.941 676 $a370.973 676 $a370/.973 700 $aArmytage$b W. H. G.$0445385 801 0$bFlBoTFG 801 1$bFlBoTFG 906 $aBOOK 912 $a9910461982103321 996 $aThe American influence on English education$92198029 997 $aUNINA