It is a shocking reality that the vast majority of “teachers” have no idea what it means to be an “educated” human being. If this is true, and indeed it is demonstrable, then it should not be a surprise to learn that most Americans have no idea what it means to be a good teacher.
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Some of you may remember the 1908 curriculum manual I dug up in the Minnesota Historical Society archives a few months ago. When compared with a current public school reading list, it demonstrated that today’s schools are offering a more narrow view of western civilization and a simplified level of reading material. I thought of this manual
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If you want to gauge the future of the American education system, you have to understand its beginnings. When it comes to education, Americans are all Massachusettsans at heart. In the 1830s, the state of Massachusetts led the charge for the Common School Movement that was to sweep across America. Borrowing from recently created systems
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It was a news item that came and went with barely a ripple. And yet, it should have set off sirens and red-light alarms all across the country. “America’s top liberal arts schools skip U.S. history,” the headline read. “Of the 29 top-ranked liberal arts colleges,” reported Fox News, “only the United States Air Force
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I begin with this remark of the celebrated Roman historian Livy, written 2,000 years ago: There is an exceptionally beneficial and fruitful advantage to be derived from the study of the past. There you see, set in the clear light of historical truth, examples of every possible type. From these you can select for yourself
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If you want to positively impact the future, you must have a thorough knowledge of the past. One of the most interesting books that I’ve read in the past year is Henri Marrou’s A History of Education in Antiquity. It’s considered the standard treatment of what education looked like in ancient Greece – the fount from which education
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