By Philip A. Cusick
In his attractive new booklet, Philip Cusick places the private again into schooling by means of reading the tutorial reviews of 7 eminent americans ?— 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 discovered, how they realized, 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 private histories, Cusick argues that the discourse approximately schooling has became a discourse approximately academic associations. yet his descriptions convey that you may discuss schooling with out conversing approximately colleges, discuss studying with no conversing concerning the country curriculum, speak about success with out speaking approximately try rankings, and speak about responsibility with no conversing approximately instructor training. good points: * A cogent account of the tips and occasions of every individual?’s era?—from colonial occasions, 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 americans knew and what they did, how they have been inspired through their households, how a lot in their schooling got here from formal education, and the way they persevered studying all through their lives. * an overview of the typical pillars upon which those americans built their schooling: early and severe analyzing, own id with large-scale beliefs, autodidacticism, like-minded colleagues, taking advantage of education, guiding mentors, paintings that learned prior beliefs, the facility to articulate rules, and rising management.
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Extra resources for A Passion For Learning: The Education Of Seven Eminent Americans
He studied and nearly mastered the six books of Euclid . . He regrets his want of education and does what he can to supply the want. (Lincoln, 1940a, p. 601) Unschooled does not mean uneducated. Mr. Lincoln, like the other subjects of this book, was an autodidact who never allowed his education to be stalled by want of instruction. When he wanted to learn something, he went to the source, and in his case, the source for mathematics was Euclid. Consider some text of that gentleman’s fifth and sixth books that, with the help of the local schoolmaster, Lincoln was studying.
Lacking the modern penchant for endlessly explaining oneself, he was, in the words of a longtime acquaintance, “the most reticent and secretive man I ever saw or expect to see” (Herndon & Weik, 1889/1930, p. 356). He was himself content to refer to his early life with a phrase from Gray’s “Elegy Written in a Country Church-Yard” as “the short and simple annals of the poor” (D. D. Anderson, 1970, p. 17). Some of what is known about Lincoln’s youth comes from a brief autobiography that he wrote when running for president in 1859.
The latter was recorded; it was one of his most famous speeches, the one in which he framed many of the arguments he would use in later debates. ’ These principles cannot stand together” (Lincoln, 1940d, p. 374). He enlarged this point of the incompatibility of slavery with a free society with reference to Douglas’s act of repealing the Missouri Com- 42 A Passion for Learning promise: “Repeal the Missouri Compromise—repeal all compromises— repeal the Declaration of Independence—repeal all past history, you still cannot repeal human nature.