Mott the Hoople
Sweet Jane
Love your "Dark Side of Alabama" logo Dixie.
Twain follow up
- Thread starter Cancel 2016.2
- Start date
Love your "Dark Side of Alabama" logo Dixie.
Mott the Hoople
Sweet Jane
Yes, we know Dixie. In you're ideal world only those kids from "decent families" would get an education at wholy private schools where they would be free to pray their empty little heads off.
"Hello, hello, hello...is there anybody in there? Just nod if you can hear me...is there anyone at home?"
Yeah - that works for Dix...
Dixie - In Memoriam
New member
Thank you.
Not at all, MottlyBrain... I would like to have states be allowed to use federal education funding as vouchers, to be distributed to the parents of each student, and used to pay a tuition to any private school in the market, or even a 'public' alternative, if there was no suitable private school. I am fine with the public school system competing with the private sector on equal footing, like the postal service competes with Fed-Ex and others, that's how education should be, more competition for the education dollar. That's how we get to better, improved, less regulated (and censored) education for our children. Let the free market decide, where do I want my children to be educated? Now, if someone chooses to send their little mush brain to national socialist indoctrination camp... that's up to them, they can make that call... but, people who want their children to receive a well-rounded education, will be looking for such a school, and the free market system says there would be plenty of them.
Mott the Hoople
Sweet Jane
I'd like to see if they have a "Dark Side of the Buckeye" logo but I'm afraid it would be a photo of Woody Hayes.Thank you.
Dixie - In Memoriam
New member
Well all my logos are custom made, I have a team of graphic artists constantly bringing me new avatars and working on my publicity. I had a really cool theme song, but Glenn Beck stole it! Oh well, such is the life of a Living Legend.
Are you kidding me, what do you propose then? Let the church educate them?
History of education in the United States - Wikipedia, the free encyclopedia@@AMEPARAM@@/wiki/File:Ne-primer.jpg" class="image"><img alt="" src="http://upload.wikimedia.org/wikipedia/en/b/b2/Ne-primer.jpg"@@AMEPARAM@@en/b/b2/Ne-primer.jpg:
Republican motherhood-By the early 19th century a new mood was alive in urban areas. Especially influential were the writings of Lydia Maria Child, Catharine Maria Sedgwick, and Lydia Sigourney, who developed the role of republican motherhood as a principle that united state and family by equating a successful republic with virtuous families. Women, as intimate and concerned observers of young children, were best suited to this role. By the 1840s, New England writers such as Child, Sedgwick, and Sigourney became respected models and advocates for improving and expanding education for females. Greater educational access meant formerly male-only subjects, such as mathematics and philosophy, were to be integral to curricula at public and private schools for girls. By the late 19th century, these institutions were extending and reinforcing the tradition of women as educators and supervisors of American moral and ethical values.[15]
The ideal of Republican motherhood pervaded the entire nation, greatly enhancing the status of women and demonstrating girls' need for education. The polish and frivolity of female instruction which characterized colonial times was replaced after 1776 by the realization that women had a major role in nation building and must become good republican mothers of good republican youth. Fostered by community spirit and financial donations, private female academies emerged in towns across the South as well as the North. Rich planters were particularly insistent on their daughters' schooling, since education served as a substitute for dowry in marriage arrangements. The academies usually provided a rigorous and broad curriculum that stressed writing, penmanship, arithmetic, and languages, especially French. By 1840, the female academies succeeded in producing a cultivated, well-read female elite ready for their roles as wives and mothers in southern aristocratic society.[16]
Non-English schools-New Netherland had already set up elementary schools in most of their towns by 1664 (when the colony was taken over by the English). The schools were closely related to the Dutch Reformed Church, and emphasized religious instruction and prayer. The coming of the English led to the closing of the Dutch language public schools, some of which were converted into private academies. The new English government showed little interest in public schools.[17]
German settlements from New York through Pennsylvania, Maryland and down to the Carolinas sponsored elementary schools closely tied to their churches, with each denomination or sect sponsoring its own schools.[18][19] By the middle of the 19th century, German Catholics and Missouri Synod Lutherans were setting up their own German-language parochial schools, especially in cities from Cincinnati to St. Louis to Chicago and Milwaukee, as well as rural areas heavily settled by Germans.[20]
Textbooks-In the 17th century, the schoolbooks were brought over from England. By 1690, Boston publishers were reprinting the English Protestant Tutor under the title of The New England Primer. The Primer was built on rote memorization, which the Puritans' distrust of uncontrolled speech and their preoccupation with childhood depravity. By simplifying Calvinist theology the Primer enabled the Puritan child to define the limits of his self by relating his life to the authority of God and his parents.[21] The Primer included additional material that made it widely popular and colonial schools until it was supplanted by Webster's work. The "blue backed speller" of Noah Webster was by far the most common textbook from the 1790s until 1836, when the McGuffey Readers appeared. Both series emphasized civic duty and morality, and sold tens of millions of copies nationwide.[22]
Webster's Speller was the pedagogical blueprint for American textbooks; it was so arranged that it could be easily taught to students, and it progressed by age. Webster believed students learned most readily when he broke a complex problem into its component parts and had each pupil master one part before moving to the next. Ellis argues that Webster anticipated some of the insights currently associated with Jean Piaget's theory of cognitive development. Webster said that children pass through distinctive learning phases in which they master increasingly complex or abstract tasks. Therefore, teachers must not try to teach a three-year-old how to read; they could not do it until age five. He organized his speller accordingly, beginning with the alphabet and moving systematically through the different sounds of vowels and consonants, then syllables, then simple words, then more complex words, then sentences. Webster's Speller was entirely secular. It ended with two pages of important dates in American history, beginning with Columbus's in 1492 and ending with the battle of Yorktown in 1781. There was no mention of God, the Bible, or sacred events. As Ellis explains, "Webster began to construct a secular catechism to the nation-state. Here was the first appearance of 'civics' in American schoolbooks. In this sense, Webster's speller becoming what was to be the secular successor to The New England Primer with its explicitly biblical injunctions." [23] Bynack (1984) examines Webster in relation to his commitment to the idea of a unified American national culture that would stave off the decline of republican virtues and national solidarity. Webster acquired his perspective on language from such theorists as Johann David Michaelis, and Johann Gottfried Herder. There he found the belief that a nation's linguistic forms and the thoughts correlated with them shaped individuals' behavior. Thus the etymological clarification and reform of American English promised to improve citizens' manners and thereby preserve republican purity and social stability. Webster animated his Speller and Grammar by following these principles.[24]
Colleges- Religious denominations established most early colleges in order to train ministers. In New England there was an emphasis on literacy so that people could read the Bible. Harvard College was founded by the colonial legislature in 1636, and named after an early benefactor. Most of the funding came from the colony, but the college early began to collect endowment. Harvard at first focused on training young men for the ministry, but many alumni went into law, medicine, government or business. William and Mary College was founded by Virginia government in 1693, with 20,000 acres of land for an endowment, and a penny tax on every pound of tobacco, together with an annual appropriation. James Blair, the leading Anglican minister in the colony, was president for 50 years, and the college won the broad support of the Virginia gentry, most of whom were Anglicans. It trained many of the lawyers, politicians, and leading planters. Students headed for the ministry were given free tuition. Yale College was founded in 1701, and in 1716 was relocated to New Haven, Connecticut. The conservative Puritan ministers of Connecticut had grown dissatisfied with the more liberal theology of Harvard, and wanted their own school to train orthodox ministers. New Side Presbyterians in 1747 set up the College of New Jersey, in the town of Princeton; much later it was renamed Princeton University. Rhode Island College was begun by the Baptists in 1764, and in 1804 it was renamed Brown University in honor of a benefactor. Brown was especially liberal in welcoming young men from other denominations. In New York City, the Anglicans set up Kings College in 1746, with its president Samuel Johnson the only teacher. It closed during the American Revolution, and reopened in 1784 under the name of Columbia College; it is now Columbia University. The Academy of Pennsylvania was created in 1749 by Benjamin Franklin and other civic minded leaders in Philadelphia, and unlike the others was not oriented toward the training of ministers. It was renamed the University of Pennsylvania in 1791. the Dutch Reform Church in 1766 set up Queens College in New Jersey, which later became Rutgers University. Dartmouth College, chartered in 1769, grew out of school for Indians, and was moved to its present site in Hanover, New Hampshire, in 1770.[25][26]
All of the schools were small, with a limited undergraduate curriculum oriented on the liberal arts. Students were drilled in Greek, Latin, geometry, ancient history logic, ethics and rhetoric, with few discussions, little homework and no lab sessions. The college president typically tried to enforce strict discipline, and the upperclassman enjoyed hazing the freshman. Many students were younger than 17, and most of the colleges also operated a preparatory school. There were no organized sports, or Greek-letter fraternities, but the literary societies were active. Tuition was very low and scholarships were few.[27]
There were no schools of law in the colonies. However, a few lawyers studied at the highly prestigious Inns of Court in London, while the majority served apprenticeships with established American lawyers.[28] Law was very well established in the colonies, compared to medicine, which was in rudimentary condition. In the 18th century, 117 Americans had graduated in medicine in Edinburgh, Scotland, but most physicians learned as apprentices in the colonies.[29] In Philadelphia, the Medical College of Philadelphia was founded in 1765, and became affiliated with the university in 1791. In New York, the medical department of King's College was established in 1767, and in 1770 awarded the first American M.D. degree.[30]
Impact of colleges in 19th centurySummarizing the research of Burke and Hall, Katz concludes that in the 19th century:.[31]
The nation's many small colleges helped young men make the transition from rural farms to complex urban occupations.
These colleges especially promoted upward mobility by preparing ministers, and thereby provided towns across the country with a core of community leaders.
The more elite colleges became increasingly exclusive and contributed relatively little to upward social mobility. By concentrating on the offspring of wealthy families, ministers and a few others, the elite Eastern colleges, especially Harvard, played an important role in the formation of a Northeastern elite with great power.
Republican motherhood-By the early 19th century a new mood was alive in urban areas. Especially influential were the writings of Lydia Maria Child, Catharine Maria Sedgwick, and Lydia Sigourney, who developed the role of republican motherhood as a principle that united state and family by equating a successful republic with virtuous families. Women, as intimate and concerned observers of young children, were best suited to this role. By the 1840s, New England writers such as Child, Sedgwick, and Sigourney became respected models and advocates for improving and expanding education for females. Greater educational access meant formerly male-only subjects, such as mathematics and philosophy, were to be integral to curricula at public and private schools for girls. By the late 19th century, these institutions were extending and reinforcing the tradition of women as educators and supervisors of American moral and ethical values.[15]
The ideal of Republican motherhood pervaded the entire nation, greatly enhancing the status of women and demonstrating girls' need for education. The polish and frivolity of female instruction which characterized colonial times was replaced after 1776 by the realization that women had a major role in nation building and must become good republican mothers of good republican youth. Fostered by community spirit and financial donations, private female academies emerged in towns across the South as well as the North. Rich planters were particularly insistent on their daughters' schooling, since education served as a substitute for dowry in marriage arrangements. The academies usually provided a rigorous and broad curriculum that stressed writing, penmanship, arithmetic, and languages, especially French. By 1840, the female academies succeeded in producing a cultivated, well-read female elite ready for their roles as wives and mothers in southern aristocratic society.[16]
Non-English schools-New Netherland had already set up elementary schools in most of their towns by 1664 (when the colony was taken over by the English). The schools were closely related to the Dutch Reformed Church, and emphasized religious instruction and prayer. The coming of the English led to the closing of the Dutch language public schools, some of which were converted into private academies. The new English government showed little interest in public schools.[17]
German settlements from New York through Pennsylvania, Maryland and down to the Carolinas sponsored elementary schools closely tied to their churches, with each denomination or sect sponsoring its own schools.[18][19] By the middle of the 19th century, German Catholics and Missouri Synod Lutherans were setting up their own German-language parochial schools, especially in cities from Cincinnati to St. Louis to Chicago and Milwaukee, as well as rural areas heavily settled by Germans.[20]
Textbooks-In the 17th century, the schoolbooks were brought over from England. By 1690, Boston publishers were reprinting the English Protestant Tutor under the title of The New England Primer. The Primer was built on rote memorization, which the Puritans' distrust of uncontrolled speech and their preoccupation with childhood depravity. By simplifying Calvinist theology the Primer enabled the Puritan child to define the limits of his self by relating his life to the authority of God and his parents.[21] The Primer included additional material that made it widely popular and colonial schools until it was supplanted by Webster's work. The "blue backed speller" of Noah Webster was by far the most common textbook from the 1790s until 1836, when the McGuffey Readers appeared. Both series emphasized civic duty and morality, and sold tens of millions of copies nationwide.[22]
Webster's Speller was the pedagogical blueprint for American textbooks; it was so arranged that it could be easily taught to students, and it progressed by age. Webster believed students learned most readily when he broke a complex problem into its component parts and had each pupil master one part before moving to the next. Ellis argues that Webster anticipated some of the insights currently associated with Jean Piaget's theory of cognitive development. Webster said that children pass through distinctive learning phases in which they master increasingly complex or abstract tasks. Therefore, teachers must not try to teach a three-year-old how to read; they could not do it until age five. He organized his speller accordingly, beginning with the alphabet and moving systematically through the different sounds of vowels and consonants, then syllables, then simple words, then more complex words, then sentences. Webster's Speller was entirely secular. It ended with two pages of important dates in American history, beginning with Columbus's in 1492 and ending with the battle of Yorktown in 1781. There was no mention of God, the Bible, or sacred events. As Ellis explains, "Webster began to construct a secular catechism to the nation-state. Here was the first appearance of 'civics' in American schoolbooks. In this sense, Webster's speller becoming what was to be the secular successor to The New England Primer with its explicitly biblical injunctions." [23] Bynack (1984) examines Webster in relation to his commitment to the idea of a unified American national culture that would stave off the decline of republican virtues and national solidarity. Webster acquired his perspective on language from such theorists as Johann David Michaelis, and Johann Gottfried Herder. There he found the belief that a nation's linguistic forms and the thoughts correlated with them shaped individuals' behavior. Thus the etymological clarification and reform of American English promised to improve citizens' manners and thereby preserve republican purity and social stability. Webster animated his Speller and Grammar by following these principles.[24]
Colleges- Religious denominations established most early colleges in order to train ministers. In New England there was an emphasis on literacy so that people could read the Bible. Harvard College was founded by the colonial legislature in 1636, and named after an early benefactor. Most of the funding came from the colony, but the college early began to collect endowment. Harvard at first focused on training young men for the ministry, but many alumni went into law, medicine, government or business. William and Mary College was founded by Virginia government in 1693, with 20,000 acres of land for an endowment, and a penny tax on every pound of tobacco, together with an annual appropriation. James Blair, the leading Anglican minister in the colony, was president for 50 years, and the college won the broad support of the Virginia gentry, most of whom were Anglicans. It trained many of the lawyers, politicians, and leading planters. Students headed for the ministry were given free tuition. Yale College was founded in 1701, and in 1716 was relocated to New Haven, Connecticut. The conservative Puritan ministers of Connecticut had grown dissatisfied with the more liberal theology of Harvard, and wanted their own school to train orthodox ministers. New Side Presbyterians in 1747 set up the College of New Jersey, in the town of Princeton; much later it was renamed Princeton University. Rhode Island College was begun by the Baptists in 1764, and in 1804 it was renamed Brown University in honor of a benefactor. Brown was especially liberal in welcoming young men from other denominations. In New York City, the Anglicans set up Kings College in 1746, with its president Samuel Johnson the only teacher. It closed during the American Revolution, and reopened in 1784 under the name of Columbia College; it is now Columbia University. The Academy of Pennsylvania was created in 1749 by Benjamin Franklin and other civic minded leaders in Philadelphia, and unlike the others was not oriented toward the training of ministers. It was renamed the University of Pennsylvania in 1791. the Dutch Reform Church in 1766 set up Queens College in New Jersey, which later became Rutgers University. Dartmouth College, chartered in 1769, grew out of school for Indians, and was moved to its present site in Hanover, New Hampshire, in 1770.[25][26]
All of the schools were small, with a limited undergraduate curriculum oriented on the liberal arts. Students were drilled in Greek, Latin, geometry, ancient history logic, ethics and rhetoric, with few discussions, little homework and no lab sessions. The college president typically tried to enforce strict discipline, and the upperclassman enjoyed hazing the freshman. Many students were younger than 17, and most of the colleges also operated a preparatory school. There were no organized sports, or Greek-letter fraternities, but the literary societies were active. Tuition was very low and scholarships were few.[27]
There were no schools of law in the colonies. However, a few lawyers studied at the highly prestigious Inns of Court in London, while the majority served apprenticeships with established American lawyers.[28] Law was very well established in the colonies, compared to medicine, which was in rudimentary condition. In the 18th century, 117 Americans had graduated in medicine in Edinburgh, Scotland, but most physicians learned as apprentices in the colonies.[29] In Philadelphia, the Medical College of Philadelphia was founded in 1765, and became affiliated with the university in 1791. In New York, the medical department of King's College was established in 1767, and in 1770 awarded the first American M.D. degree.[30]
Impact of colleges in 19th centurySummarizing the research of Burke and Hall, Katz concludes that in the 19th century:.[31]
The nation's many small colleges helped young men make the transition from rural farms to complex urban occupations.
These colleges especially promoted upward mobility by preparing ministers, and thereby provided towns across the country with a core of community leaders.
The more elite colleges became increasingly exclusive and contributed relatively little to upward social mobility. By concentrating on the offspring of wealthy families, ministers and a few others, the elite Eastern colleges, especially Harvard, played an important role in the formation of a Northeastern elite with great power.
Mott the Hoople
Sweet Jane
Well all my logos are custom made, I have a team of graphic artists constantly bringing me new avatars and working on my publicity. I had a really cool theme song, but Glenn Beck stole it! Oh well, such is the life of a Living Legend.
Well you chose the pefect album then. The very last song of Dark Side of the Moon would be the perfect theme song for you. "Brain Damage".
I am shocked he would pick Pink Floyd's work as his avatar, it is so not him! He must only listen to the music and not the words!
Dixie - In Memoriam
New member
Well, your posts don't support Floyd, that's for sure, so you troll on here?
Dixie - In Memoriam
New member
My posts are my political viewpoints, they don't have anything to do with my taste in music, or appreciation of great songs. I know you lefties do it, but not everyone listens to a song to derive some profound political message from it. Some of my favorite old groups, are bands who wrote a lot of the protest songs of the 60s, like CCR. Probably my #1 favorite songwriter of all time is Bob Dylan... now, do I strike you as a Bob Dylan fan? Pinheads interpret many of his songs as 'protests' but I think it often depends on your perspective.... You don't need a weatherman to know which way the wind blows.