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OverviewThere has been considerable debate about the process of and the underlying motivation for the expansion of public education in nineteenth-century America. Interpretations which focused on the role of reformer like Horace Mann, or on the demands by workers for more public education, have been criticized by revisionists who see education being imposed upon an uninterested and unwilling populace by capitalists seeking to maintain a docile labor force during industrialization. Here, Maris. A. Vinovskis challenges that revisionist view, employing sophisticated social science methodology in a work sure to be welcomed by all historians of American education. The revisionist view of the nature of educational changes rests heavily upon the now classical study by Michael Katz of the abolition of the public high school in Beverly, Massachusetts, in the mid-nineteenth century. An especially detailed analysis of education in Beverly is made possible by the unique availability of a list of the voters who supported or opposed the public high school in 1860. Katz used this information to demonstrate that the workers strongly opposed the public high school which he claimed has been established by a small group of the leading capitalists not only to provided educational opportunities for their own children, but also to help restore community harmony which was being eroded by the economic transformation of the town. Vinovskis's study of the origins of the Massachusetts antebellum public high school reanalyzes the establishment of the Beverly Public High School within the broader perspective of the other educational developments occurring in that community as well as in the Commonwealth as a whole. The results raise serious questions about Katz's depiction of the timing of and the reasons for the creation of that institution in Beverly. This reanalysis of the vote to abolish the high school also suggests a very different interpretation of events in Beverly than the one presented by Katz. By expanding the number of factors used in this study as well as employing recently developed techniques of statistical analysis, the importance of the opposition of the workers to the public high school is minimized, while the differences in the needs and resources among the school districts in that community become more important factors. Vinovskis's reexamination does not find that the struggle over the Beverly Public High School is primarily a class conflict as suggested by Katz and other revisionists; instead it reveals the complex process by which towns expanded their public school offerings and allocated scarce educational funds to elementary and high schools. His work offers an important contribution to our understanding of the development of American public school education in the nineteenth century. Full Product DetailsAuthor: Maris A. VinovskisPublisher: University of Wisconsin Press Imprint: University of Wisconsin Press Dimensions: Width: 15.00cm , Height: 1.70cm , Length: 23.00cm Weight: 1.000kg ISBN: 9780299104009ISBN 10: 0299104001 Pages: 208 Publication Date: 31 January 1986 Audience: College/higher education , General/trade , Postgraduate, Research & Scholarly , General Format: Hardback Publisher's Status: Active Availability: Out of stock  The supplier is temporarily out of stock of this item. It will be ordered for you on backorder and shipped when it becomes available. Table of ContentsReviews"""In a book-length reassessment of Michael Katz's celebrated case study, Maris Vinovskis has given us a more sophisticated statistical analysis and a more thorough reconstruction of the events surrounding the abolition of the Beverly high school in 1860. He casts doubt on Katz's class conflict interpretation, documenting the importance of other variables. It is a model of archival digging, quantitative methodology, and level-headed discussion.""--Carl F. Kaestle, Professor of Educational Policy Studies and History, University of Wisconsin-Madison ""This reinterpretation of the origins of the American high school is lively and compelling and will surely be controversial. At a time when public schools are again the subject of intense popular debate, we cannot know too much about the evolution and development of our basic educational institutions.""--William J. Reese, Assistant Professor, Education and American Studies, Indiana University ""Vinovskis's present work is the most significant contribution to American educational historiography since [Michael] Katz's classic study.""--F. Cordasco, Choice" This reinterpretation of the origins of the American high school is lively and compelling and will surely be controversial. At a time when public schools are again the subject of intense popular debate, we cannot know too much about the evolution and development of our basic educational institutions. --William J. Reese, Assistant Professor, Education and American Studies, Indiana University<br> This reinterpretation of the origins of the American high school is lively and compelling and will surely be controversial. At a time when public schools are again the subject of intense popular debate, we cannot know too much about the evolution and development of our basic educational institutions. --William J. Reese, Assistant Professor, Education and American Studies, Indiana University This reinterpretation of the origins of the American high school is lively and compelling and will surely be controversial. At a time when public schools are again the subject of intense popular debate, we cannot know too much about the evolution and development of our basic educational institutions. William J. Reese, Assistant Professor, Education and American Studies, Indiana University In a book-length reassessment of Michael Katz s celebrated case study, Maris Vinovskis has given us a more sophisticated statistical analysis and a more thorough reconstruction of the events surrounding the abolition of the Beverly high school in 1860. He casts doubt on Katz s class conflict interpretation, documenting the importance of other variables. It is a model of archival digging, quantitative methodology, and level-headed discussion. Carl F. Kaestle, Professor of Educational Policy Studies and History, University of Wisconsin Madison Vinovskis s present work is the most significant contribution to American educational historiography since [Michael] Katz s classic study. F. Cordasco, Choice This reinterpretation of the origins of the American high school is lively and compelling and will surely be controversial. At a time when public schools are again the subject of intense popular debate, we cannot know too much about the evolution and development of our basic educational institutions. --William J. Reese, Assistant Professor, Education and American Studies, Indiana University In a book-length reassessment of Michael Katz's celebrated case study, Maris Vinovskis has given us a more sophisticated statistical analysis and a more thorough reconstruction of the events surrounding the abolition of the Beverly high school in 1860. He casts doubt on Katz's class conflict interpretation, documenting the importance of other variables. It is a model of archival digging, quantitative methodology, and level-headed discussion. --Carl F. Kaestle, Professor of Educational Policy Studies and History, University of Wisconsin-Madison Vinovskis's present work is the most significant contribution to American educational historiography since [Michael] Katz's classic study. --F. Cordasco, Choice Author InformationMaris A. Vinovskis, Professor in the Department of History and Research Scientist at the Center for Political Studies at the Institute for Social Research at the University of Michigan, is the author or co-author of three other books, including Fertility in Massachusetts from the Revolution to the Civil War (1981). He is also the editor or co-editor of three other books and has contributed numerous articles and essays to the scholarly literature. Tab Content 6Author Website:Countries AvailableAll regions |
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