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eBook details
- Title: Managers of Virtue Revisited: The Missouri Anomaly, 1865-1915 (ARTICLE 2) (Report)
- Author : American Education History Journal
- Release Date : January 01, 2009
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 210 KB
Description
In Managers of Virtue: Public School Leadership in America, 1820-1980, education historians David Tyack and Elisabeth Hansot (1982) offer a model for understanding the evolution of U. S. public school leadership from the mid-nineteenth through the early twentieth centuries. The authors assert that prior to 1890, common school "crusaders" campaigned among a largely rural, Protestant population (Tyack and Hansot 1982, 5). They promoted public education as essential to the development of a capitalist nation during a period when the U. S. economy was "small-scale and decentralized" (Tyack and Hansot 1982, 5). By 1890, however, a new type of educational leader emerged who wished to reform public education by drawing examples from business and science. Viewing themselves as experts by virtue of their specialized training, these leaders sought to achieve a "smoothly meshing corporate society" by promoting professionalism, decreasing parental involvement, and allowing the state to take a greater role in public education (Tyack and Hansot 1982, 6-7). According to Tyack and Hansot, the Southern states were an exception to this rule, having been a "barren ground" for public schools before the Civil War (Tyack and Hansot 1982, 84). The authors assert that after a short Reconstruction period in which public schools were established, Southern white Redeemers captured control of state government from the Republicans and "mostly starved the nascent public schools" (Tyack and Hansot 1982, 88). Tyack and Hansot's sectional dichotomy raises the question of how educational leadership evolved in the border states-t-he five slaveholding states remaining in the Union during the Civil War. This essay examines the experience of one of those states--Missouri--and argues that its public school leadership differed in important ways from the Tyack-Hansot model for the North or South.