ERIC Number: ED232946
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
The Response of Textbooks to the Development of the Mass High School and Its History Curriculum, 1880-1930.
Woodward, Arthur; Westbury, Ian
The European history textbooks of four authors, Phillip Van Ness Meyers, Willis Mason West, Hutton Webster, and James Harvey Robinson, are described to show how they responded to and reflected the changing nature and function of the high school from 1880 to 1930. Data for the study came from educational histories, committee reports, journals, school district annual reports, surveys, and federal statistics. Three phases in the general development of the high school were identified: (1) the classical high school (1880-1900), which served few students and offered a predominantly classical curriculum; (2) the transition high school (1900-1925), which slowly accommodated the needs of commerce, industry, and social aspirations through a tracking course of study; and (3) the mass high school (1925 to present), which offered a common basic, utilitarian curriculum to all students. Between 1880 and 1930, the textbooks changed from the omnibus general history emphasizing ancient history found in the classical high school, to the specialized subject texts containing ancient history and medieval and modern history components of the transition school, to the general or world history texts written for all students with a concern for readability. (RM)
Publication Type: Historical Materials; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Meyers (Phillip Van Ness); Meyers (Phillip); Robinson (James Harvey); Webster (Hutton); West (Willis Mason)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Canada, April 11-15, 1983).