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By Jurgen Herbst

Jurgen Herbst strains the debates, discussions, pronouncements and experiences during which american citizens have sought to elucidate their conceptions of the targets and reasons of schooling past the typical tuition. The as soon as and destiny School argues that to make feel of the present trials of secondary academic process and to keep up any feel of course and imaginative and prescient for its destiny, we'd like a transparent figuring out of its course some time past and of its surroundings in a multi-national global. From their beginnings in colonial the USA to the current day, Jurgen Herbst lines the debates, discussions, pronouncements and experiences during which americans have sought to hammer out and make clear their conceptions of the pursuits and reasons of schooling past the typical institution.

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In the private grammar schools the master taught both English and Latin to boys and girls alike. Much like their public counterparts, these schools too clung to the traditional academic curriculum, but they also offered everything “useful,” from bookkeeping to sailing and from accounting to shorthand. Shipton tells us that one such school in Boston at the end of the seventeenth century charged tuition slightly higher than that required of an out-of-town student at the public Latin schools, though it was lower than what was usual at Harvard College.

16 As the Yale scholars made clear in their report, they appreciated that an emphasis on the training of faculties permitted, even demanded, that subjects be chosen for their disciplinary rather than their informative or vocationally useful value. 17 Another key demand of faculty psychology was, according to President Day, to bring into play “all the important mental faculties,” and to do so in a balanced fashion. ”18 Their insistence on balance allowed the Yale scholars to keep open avenues for future curricular developments without having to capitulate to the anarchy of a proliferating curriculum that would destroy the coherence of a collegiate education.

15 THE NINETEENTH-CENTURY LIBERAL ARTS COLLEGE 29 The Yale scholars viewed the curriculum as a finely tuned and evenly proportioned assembly of “branches of study” or “modes of instruction,” each chosen for its disciplinary value to train a particular faculty. Was it just a fortuitous coincidence that those subjects thought to be most valuable for the purpose of mental discipline—the classical languages, mathematics, and natural science—were also those of longest use in the schools, familiar to every schoolmaster and university scholar?

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