By Philip A. Cusick
In his attractive new booklet, Philip Cusick places the private again into schooling through reading the academic studies of 7 eminent american citizens ?— Benjamin Franklin, Abraham Lincoln, Jane Addams, W. E. B. Du Bois, Eleanor Roosevelt, J. Robert Oppenheimer, and Dorothy Day. Devoting a bankruptcy to every, Cusick describes what they realized, how they discovered, what they referred to as their schooling, and the way they used schooling to set up their position on the planet. greater than supplying only a sequence of non-public histories, Cusick argues that the discourse approximately schooling has became a discourse approximately academic associations. yet his descriptions convey that you can discuss schooling with out speaking approximately colleges, discuss studying with no conversing in regards to the country curriculum, speak about success with no speaking approximately try ratings, and speak about responsibility with out conversing approximately instructor instruction. positive factors: * A cogent account of the information and occasions of every individual?’s era?—from colonial instances, while faculties have been few, to the current, while institutionalized education performs a bigger position. * Chapters that illustrate how moral studying stood among what those american citizens knew and what they did, how they have been encouraged through their households, how a lot in their schooling got here from formal education, and the way they persisted studying all through their lives. * an overview of the typical pillars upon which those american citizens developed their schooling: early and critical interpreting, own id with large-scale beliefs, autodidacticism, like-minded colleagues, taking advantage of education, guiding mentors, paintings that learned prior beliefs, the power to articulate principles, and rising management.
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Additional resources for A Passion For Learning: The Education Of Seven Eminent Americans
Probably lonely, certainly needing help with his children, and knowing Mr. Johnson had recently died, Thomas went to the widow and approached the matter directly: “Miss Johnson . . I have no wife and you no husband. I came a-purpose to marry you. I knowed you from a gal and you knowed me from a boy. I’ve no time to lose and if you’re willin’ let it be done straight off” (Herndon & Weik, 1889/1930, p. 28). Sufficiently wooed, Ms. Johnson agreed to marry if Thomas would pay her 28 A Passion for Learning debts.
369) So Lincoln orated his way to the presidential nomination. Along the way in the presidential debates of 1859, he lured Douglas into saying that slavery, according to the Kansas–Nebraska Act, could be outlawed by state and local government, admitting, in effect, that should the local residents decide, slavery could be outlawed even in slave states. The slave 44 A Passion for Learning owners’ interests, arguing their moral and constitutional right to maintain their system, derided Douglas’s suggestion as “squatter sovereignty” and regarded his assertion as betrayal.
And trying to make out what was the exact meaning of some of their, to me, dark sayings. I could not sleep, when I got on such a hunt after an idea, until I had caught it; and when I thought I had got it, I was not satisfied until I had put it in language plain . . for any boy I knew to comprehend. (Luthin, 1960, p. 11) Occasionally, when Thomas thought he could both spare his children from work and afford the $1 or $2 per term subscription fee—and often at his wife’s insistence—he enrolled them in so-called “blab schools because the pupils studied aloud in order that the master might measure their diligence from the volume of the babel” (Thomas, 1952/ 1993, p.